The National Curriculum Framework 2005 envisions a reformed curriculum that connects knowledge and learning to the child's context. While concerns of equity, accessibility, and social transformation have been aimed through education, the crucial link of "teacher"--instrumental in realizing these aims--seems missing. This study explores teachers' views about mathematics, their understanding of children's roles and issues of pedagogy within the context of the curriculum document. The paper is an attempt to bring forth the teachers' perspective on a reformed curricula, the kind of constraints it poses upon them in practice and the lack of spaces for teachers to critically engage with the curriculum. Considering classrooms as rich resources for teacher learning "from" practice, teachers need support structures and forums to discuss, evaluate, and enrich the curricular suggestions for reforms and critically inform practice.