- To remedy math-phobia through authentic learning based on hands-on experience with computers.
- To foster experimental, problem-oriented learning of mathematics.
- To show that ICT can be a panacea for quality and efficient education when properly integrated and accepted.
- To prove that the activity-centered mathematics laboratory places the student in a problem solving situation and then through self exploration and discovery habituates the student into providing a solution to the problem based on his or her experience, needs, and interests.
- To provide greater scope for individual participation in the process of learning and becoming autonomous learners.
- To ultimately see that the learning of mathematics becomes more alive, vibrant, relevant and meaningful; a program that paves the way to seek and understand the world around them. A possible by-product of such an exercise is that math-phobia can be gradually reduced amongst students.
- To help the student build interest and confidence in learning the subject
- Improve retention of mathematical concepts in the student.
- To develop a spirit of inquiry in the student.
- To improve the perspective of students on mathematics as per modern requirement.
- To initiate students to enjoy mathematics, and solve meaningful problems. To use abstraction to perceive relationships and structure and to understand the basic structure of mathematics.
- To enable the teacher to demonstrate, explain and reinforce abstract mathematical ideas by using concrete objects, models, charts, graphs, pictures, and posters with the help of FOSS tools on a computer.
- To make the learning process student-friendly by having a shift in focus in mathematical teaching, especially in the mathematical learning environment.
- Exploit techno-savvy nature in the student to overcome math-phobia.
- Propagate FOSS (Free and open source software) tools amongst students and teachers as per the vision of the National Mission for Education.