How a software engineer ended uprewriting how India teaches math.

I was supposed to build software. I ended up trying to rebuild education.

I didn't grow up wanting to be in classrooms. I grew up loving problems, the kind that didn't have a single right answer, the kind that made my brain hurt in the best way. Math was the first place I found that feeling. It never left me.

That love took me to Dayalbagh Educational Institute for a Master's in Mathematics and Computer Science, and then to IIT Delhi for an M.Tech. By the time I graduated, the path was paved: research engineer at Computer Associates, then IT consultant at Cadence Design Systems. Real work. Real money. A career most parents pray their children will have.

I had it. And I left it.

It didn't happen in a single moment. It happened slowly, the way most important things do.

I started noticing the children around me. Bright children. Top-of-class children. The ones who could recite formulas but couldn't explain why any of it mattered. The ones who scored 95% and still froze when asked a question that wasn't in the syllabus. The ones who said "I hate math" before they'd even been given a chance to love it.

And then I noticed something worse: the educators were as trapped as the children.

They knew the system wasn't working. They knew worksheets and rote memorization weren't preparing anyone for the world that was coming. But they had a syllabus to finish, a board exam to clear, a structure no one person could change alone.

We are preparing children for a world that no longer exists. And we're doing it on purpose.

I couldn't unsee it.

In 2014, I founded Ed3Dverse.

I had no edtech playbook. No investor deck. No guarantee that anyone would care. What I had was a question: What would education look like if we built it for the world that's actually coming, not the one we wish we still lived in?

That question became MathX, a way to teach math through storytelling, hands-on experience, and play, the way it should have always been taught. It became FutureX. It became hundreds of workshops, thousands of students, and a methodology that started getting noticed.

Then came the stages. The TEDx talk, Decoding STEM Classrooms, said out loud what so many parents and educators were thinking. The Global Math Project named me Global Math Ambassador for India. Schools started calling. Then publishers.

When S. Chand, the publisher I had grown up reading, asked me to author their CBSE Mathematics series for Grades 1–5, it felt like a circle closing. A few years later, Arya Publications asked the same for ICSE Mathematics, Grades 6–8.

I didn't write textbooks. I wrote invitations, into a subject that has been wrongly framed as cold, abstract, and exclusionary. I wove in India's mathematical heritage, the stories of legendary mathematicians, problem-solving frameworks, real-life applications, and gamified exercises. Because a child who falls in love with math at seven becomes an adult who thinks in possibilities at thirty.

These books are now in classrooms across India. That still doesn't feel real.

Somewhere along the way, I realised I was building something larger than programs and books. I was building a thesis about what education needs to become.

I call it The 6 Quotients:

IQ: Intelligence. EQ: Emotion. SQ: Social. CQ: Creativity. AQ: Adaptability. XQ: Experience.

AI can imitate IQ. It cannot replicate the other five. The children who will thrive in the next thirty years are not the ones with the highest marks. They are the ones with the strongest six.

Everything I now build, MathX, TeenX, ParentX, EducatorX, is engineered around this framework. So is every book. Every talk. Every workshop.

The mission is simple, even if the work isn't: Empower 1 million students, parents and educators to thrive in a world being rewritten by AI.

I'm building Ed3Dverse to scale that mission. I'm writing more books. I'm speaking on more stages. I'm advising schools and publishers who are ready to do this work seriously.

And I'm betting my career, the second one, on a single belief:

The future does not need better test-takers. It needs better humans. And we still have time to raise them.

If that belief is yours too, we should talk.