Mathematics

By Tijjani Usman Dalhatu

The recent announcement that Mathematics will no longer be compulsory for admission into Arts and Humanities programs in Nigerian universities has generated both relief and concern. While it may appear to remove a long-standing obstacle for many students, it also raises a deeper philosophical question about the role of Mathematics in shaping thought itself.

Mathematics is far more than a subject in the school curriculum; it is a philosophy of reasoning, structure, and truth. It disciplines the mind to detect order in complexity, to question assumptions, and to think with clarity. It is the silent philosopher that underlies all genuine understanding, whether in the sciences, the arts, or the humanities.

History is rich with thinkers who embodied this union of logic and imagination. Bertrand Russell, both philosopher and mathematician, sought truth through reason and ethics. G. H. Hardy regarded pure mathematics as a creative art, not just an academic pursuit. Lewis Carroll, a mathematician, used logic and paradox to craft timeless literary classics. And Omar Khayyam, celebrated as a poet of destiny, was first a master of algebra and astronomy.

Their lives remind us that the boundaries we draw between science and the humanities are artificial. Every discipline, whether it studies numbers or narratives, still depends on logic, pattern, and evidence. Even the modern historian employs statistics to interpret migration, the linguist applies probability to syntax, and the sociologist uses data to understand society.

Removing Mathematics from the foundation of Arts education risks cultivating thinkers who may feel deeply but reason shallowly. They may be fluent in expression yet uncertain in structure. In an age governed by data, where information is quantified and measured, even the humanities must remain numerate to stay relevant.

Mathematics sharpens the intellect not by teaching us to count, but by training us to think precisely. One may exclude it from certificates, but never from the mind.

For to reason is to calculate, and to imagine is to measure the infinite.

Tijjani Usman Dalhatu is a lecturer and researcher in Chemistry Education at the Federal University of Technology, Minna, Nigeria. He can be reached via tijjani.usman@futminna.edu.ng.

By Muhammad Abubakar

The Federal Government has announced a major review of admission requirements into Nigeria’s tertiary institutions, declaring that Mathematics will no longer be a compulsory subject for candidates seeking admission into Arts and Humanities programmes.

The new policy, unveiled by the Federal Ministry of Education, forms part of a broader revision of the National Guidelines for Entry Requirements into Tertiary Institutions in Nigeria. According to the guidelines, Mathematics remains mandatory only for Science, Technology, and Social Science courses, while English Language continues to be compulsory for all programmes.

Under the revised rules, candidates seeking university admission must still obtain a minimum of five credit passes in relevant subjects, including English. For polytechnic admission at the National Diploma (ND) level, four credits are required, while five credits, including Mathematics and English, remain mandatory for the Higher National Diploma (HND).

Similarly, in Colleges of Education, English Language is compulsory for Arts and Social Science students, while Mathematics is required for Science, Technical, and Vocational programmes.

The government explained that the reform aims to make tertiary education more inclusive and accessible, reducing unnecessary barriers that have prevented thousands of qualified candidates from securing admission. Officials project that the new policy could enable an additional 250,000 to 300,000 students to gain admission annually.

Education stakeholders have welcomed the move as a progressive step towards aligning Nigeria’s education system with global best practices, though some have called for careful implementation to maintain academic standards.

By Fauziyya Muallim

Mathematics is one of the core subjects all students must learn from pre-school to a certain level. Therefore, there is much effort for students to understand it by all means possible. However, many students consider it to be the most challenging subject that is difficult to understand. Several factors lead to difficulty in learning mathematics. 

Dyscalculia is a term used to describe specific learning disabilities that affect a child’s ability to understand, learn, and perform math and number-based operations. It usually begins to show as soon as children start to learn Mathematics in school, but adults may have dyscalculia without knowing. 

The good news here is: Dyscalculia can be treated in children because their brains haven’t finished developing, making it possible for them to learn skills and develop abilities they need to adapt to this condition. Moreover, not all difficulties in math are caused by dyscalculia.

Dyslexia disrupts areas of the brain related to reading. External factors include overcrowded classes, fear and anxiety, weak foundation, instructors and instructional materials. 

For young children struggling longer and harder with the most elementary of numeracy rules and facts, you may assess the child for dyscalculia. It is important to understand the symptoms of dyscalculia at all ages so that struggling students can be identified and supported. 

Young children (pre-school pupils): For young children, the most common symptoms include trouble with:

• Counting upward
• Matching numbers with objects
• Recognising numbers
• Arranging numbers in order

Primary school pupils: The symptoms for kids around the age of 6 include trouble with:

•  Counting on fingers with small numbers
• Loose track when counting backwards
• Memorisation of multiplication tables 
• Confusing operations signs or performing them in the wrong way
• Doing simple calculations from memory
• Understanding the concept of word problems
• Basic math functions like addition, subtraction, multiplication and division
• Forgetting what they are doing in the middle of a math problem
• Having difficulty reading the clock and telling time 

Secondary school (Teenagers) and adults: The symptoms in teenagers and adults may include; 

• Trouble with Solving word problems
• Unable to recall basic math facts, steps, rules and formulas
• Forgetting what they are doing in the middle of a math problem 
• Confused when learning multi-step procedures
• Measuring items or quantities
• Understanding and converting fractions
• Struggling with money matters such as making change, counting bills, or estimating how much something will cost
• Easily get frustrated by games that require consistent scorekeeping, number strategies or counting.

There’s no specific test for dyscalculia, but you can help your child through the following processes:

Please consult your child’s teacher: Ask your child’s math teacher the areas they struggle to understand the most and the child’s complete learning to help you understand where to focus.

Visit a doctor: check out your child’s hearing and vision impairment that could impact learning. Your healthcare provider can tell you more about their treatment options for your case. Treatment should start as soon as possible; the sooner treatment begins, the better chances for a child to adapt to this condition and limit the impacts.

Consult a specialist: seek professional help to evaluate your child and give advice, which usually takes the form of a one-on-one learning program to focus on what the child struggles with most.

A child with dyscalculia may do well in other subjects and still struggle in math and math-based classes.  Moreover, dyscalculia doesn’t affect intelligence directly. It’s common for people with dyscalculia to have an above-average score on IQ tests. People with dyscalculia are also often gifted in other areas, especially creative skills (arts).

Fauziyya Muallim is a mathematics teacher and wrote from Kano.

By Ahmad Abdulhadi

Math phobia, as from the name, means fear of mathematics or a mixed feeling of tension and apprehension towards mathematics. When dealing with mathematics, many students feel like they are in the middle of a battle with little or no chance of surviving. Thus, such feeling interferes with the atmosphere of their emotional and intellectual status, hindering them from understanding the concept.

I will begin this article with a true story that happened to me when I was in secondary school. I told myself that mathematics is a gift, but I was left to believe that I lacked that gift. Hence I would not even practice what I was taught in mathematics class, even though I don’t know how to simplify simple fraction addition.

The real journey began when I secured admission to a university to study in the Faculty of Sciences. Among the prerequisite courses I had to take, mathematics was among, and in the university, the fear of carry-over will hunt someone to his sleep. So, naturally, the student will try every possible means to see that he is free from such prison; that was what I did.

When I absolutely realized that I had to pass those elementary mathematics and other elementary courses that require the application of mathematics, like Chemistry and Physics, I decided to face my fears. I firstly installed in my mind that mathematics was no gift. Then, I started practising every topic taught in mathematics class, solving numerous examples, and going to tutorials and group discussions. In less than three months, I realized mathematics was not a gift. All it needs is the morale to learn and the time to practice where you have missed.

After I paid the price of time sacrifice, I began to enjoy mathematics more than any course. Moreover, understanding mathematics helped me significantly pass other elementary courses like Physical Chemistry and Mechanics with A grades, including mathematics which was almost every 100-level student’s headache.

In short, I face my fears, and I surely did see wonders in less than three months, and so does everyone that thinks mathematics is a gift to certain people. If only you can face that fear hidden inside of you and pay the little price you have to pay, I’m more than sure that you, too, will see wonders    

Ahmad Abdulhadi wrote via bnabdulhadee@gmail.com.

By ImamMalik Abdullahi Kaga

Many students across Nigerian schools hate the king of subjects – mathematics. Mathematics is a subject that has application in most things, if not everything, in our life. Yet it is loved by few. Why?

The application of mathematics is there in every aspect of our life. Mathematics is crucial for industries, artisans, doctors, engineers, and many others. Yet, despite the vast and promising applications of the subject in our day-to-day activities, many students find it uninteresting. However, as a 200-level student, it is among the most straightforward and exciting subjects I enjoy. The reasons for the aversion towards mathematics include the teachers’ teaching methodology, students’ attitude towards the subject, poor reading culture, and lure of peer mates.                                                                                                                                                  

Some teachers (trained ones) employed to teach this almighty subject do not teach from the background. On the other hand, some are not trained and qualified to teach the subject. We cannot deny the fact that not all that are practising the noble profession of teaching are teachers. The majority have found themselves in the cause accidentally. This results in their inability to carry out the job correctly. It is becoming rare seeing a well-trained mathematics graduate teaching the students because the untrained ones are displacing them. And this applies not only to mathematics but to other subjects too. It is worrisome to notice that most of our schools produce students with a minimal or poor background in mathematics. The truth is that our schools are invaded by non-professionals parading themselves as teachers.                     

Students’ lack of seriousness and keenness on the subject cannot be over-emphasized. In this world of technology, students face many distractions which cause hindrances to their studies. Students nowadays are addicted to phones. They prefer surfing the internet and social media, playing games, watching the so-called series films, listening to music to devoting time to practising the subject. With this attitude, no student will perform excellently in this subject because mathematics requires constant practice.                                                                        

These days, students are not keen on their studies, so they barely read their books. In the past, students worked hard; some even read harder than their teachers. This helped them understand mathematics and other subjects, and then a holistic knowledge and solid background. Ours is entirely different. We hardly ever find students that have devoted keen interest in reading the subject in the six-year academic program at the secondary level. Still, they expect to score a credit pass in the subject.                                                

In some instances, fellow students discourage others in their crew from being focused on the study of mathematics in our schools. Some of the students in question, either out of sheer laziness or fear, would not devote their time and energy to the subject, which is one of the reasons for the mass failure in the subject in recent times. It is a fact that once a student hates a topic, he will equally hate the teacher, resulting in a large group of students who develop an aversion toward learning the subject. Another disturbing aspect is the influence of peer groups that lure others who might have an interest in this subject to go to games, parties and others. This has ignited lugubrious discouragement to others.                                                                    

Another disturbing aspect is the kind of textbooks used in schools. Unemployed folks searching for jobs plagiarize the works of hardworking researchers and sell them to schools. You will believe me that the books in circulation in various schools are full of silly pictures instead of extensive clarifications about the topics contained.

ImamMalik Abdullahi Kaga wrote from Borno State University via abdullahiimammalik@gmail.com.

By Husseina Ojochenemi Abubakar

“Collect the like terms”

“Divide both sides by 2”

Mathematics was my worst nightmare during my primary education and my early years in secondary school. The pronunciation of the word “M.A.T.H.E.M.A.T.I.C.S” always got me some butterflies jollying in my stomach, if you know what that means. But, on the contrary, other subjects were just easy as beans.

My twin sister Hassana helped me solve particular arithmetic involving a word problem more than a dozen times in my junior year in secondary school, all to get the hack to solve similar problems. Especially since I was the class captain, you are often the focal point of most teachers.

But once the question is a bit twisted from her examples, I would start developing migraine, which often marked the end of that practice. Nevertheless, I kept wondering about these two mathematical terms.

“collect the like terms”

“divide both sides by so and so.”

As I type this now, I can’t stop laughing at myself how something so simple could cause me sleepless nights. In short, it was a miracle that I fairly scaled through during my Junior School Certificate Examination.

This miracle became more apparent in my first year at Senior Secondary School. Then, I was made the female class captain.

Our charismatic, vibrant maths teacher walked majestically into our class one fateful morning with his head up high. We immediately stood up to welcome him, which was the usual class tradition whenever a teacher walked into the class. He gestured to us to sit down and, without introduction, went straight to the chalkboard and wrote Mathematics followed by an equation. He demanded that the class representatives stand, which was my assistant and me.

Upon hearing this, I lost my composure, my palms and feet began sweating profusely, and I started running high temperature all at once. It was one of those moments you would wish you had a magic wand that could be used to tear the earth widely open to swallow you.

He turned to the other lady and asked her the first step to solving the equation. “No idea,” my then assistant answered sheepishly.

Mr maths teacher then gestured in my direction. Without knowing where the energy suddenly came from, I quickly answered, “collect the like terms.”

He was so impressed that his applause echoed through the four walls of the classroom and beyond. Then, he went to the board and carried out the command.

From no angle of elevation or depression, this exercise stirs a cognitive essence in my brain. I  had treated this topic in my extra moral class, and I think I got a zero in the mini-test given at the end of that day. Now, it became crystal clear to me what the term stood for in Mr maths teacher’s class.

Again, he turned in my assistant captain’s direction asking for the next step, and she couldn’t come up with the answer. As he turned in my direction, I quickly answered, “Divide both sides by 2.”

He was impressed once again. He went back to the board and executed the command. That was how we arrived at the answer that marked the beginning of my journey to stardom as one of the best mathematics students.

After that incident, a mathematics Milo competition was organised amongst all the SSI students of the secondary schools within my local government (i.e. Idah).

I was approached to represent my class and join two others for the whole arm of SSI at that time. However, I was still unsure of my mathematics potential, so I declined because I’m not good at maths. But the senior prefect convinced me that my other colleagues would assist as it was a collective effort. So, I agreed to participate.

Lo and behold, the day came, and I, who was supposed to be the backbencher during the mathematics, ended up receiving a standing ovation and monetary prizes because even the questions that were meant for the other school students, which they could not answer was answered majorly by me effortlessly.

One thing became clear to me—the power of grit (passion and perseverance when you face obstacles). I was not good at mathematics, but I never stopped trying to improve. I didn’t give up. I kept struggling. As you can deduce from the story, my effort eventually paid off when I least expected it.

This is my true life story. Even the mathematics was not in my hand; it was in my heart and subconsciousness.

You may be having some migraines over some challenges now. So, taking a break is allowed but don’t completely give up because not one of your efforts goes unregistered in your subconscious mind.

These are my words, my dear readers. Believe in the process, and you will arrive at your destination in sha Allah.

Husseina Ojochenemi Abubakar sent this article via hussymusty@gmail.com.

By Ishaka Mohammed

Dear Professor Ibrahim Dantani Wushishi, we are aware that you have reached the pinnacle of your career as a Nigerian academic. That means you must have directly interacted with an overwhelming number of Nigerian students. We also know that you specialise in education. Therefore, you should know better than many of us the pros and cons of educational policies.

As the current registrar of the National Examinations Council (NECO), you think that the Federal Government of Nigeria should consider removing credit passes in English language and mathematics as criteria for admission to Nigeria’s higher institutions. This is further proof that you know Nigerian students and how difficult it is to pass these subjects in their Senior School Certificate Examinations (SSCE).

Similar to your suggestion, the current registrar of the Joint Admission and Matriculation Board (JAMB), Professor Is-haq Oloyede, once advocated that a credit grade be removed as an admission criterion for the arts and humanities in polytechnics and colleges of education. I subscribe to his submission.

However, considering the status of the English language in the 21st century and the fact that it’s our official language, I think it’s costly to abolish a credit grade in the subject (English language) as a criterion for admission into our tertiary institutions.

It’s glaring that despite the presence of this criterion which forces many of us to learn the language, we’re far from attaining true proficiency.

Prof., if you seek a paragon of “nobody is perfect”, just pay attention to how we (Nigerians) use the English language, starting from this write-up. Even the highly educated are prone to uttering or writing wrong English expressions. Concerning this claim, many people argue that no one is above mistakes, but I say that mistakes aren’t the same as errors. When one’s use of a wrong expression results from one’s unawareness of the correct pattern, that’s an error.

Sir, I think a few examples will suffice. Many Nigerian graduates wish to further their studies abroad, specifically in the United States and the United Kingdom, but their proficiency level hinders them in the English language. Each of the two main internationally recognised English language proficiency tests is difficult for most Nigerians to pass. Those who have sat for the tests or accessed their past questions can attest to my claim. Even an excellent Nigerian graduate needs intensive coaching to pass the Test Of English as a Foreign Language (TOEFL) or the International English Language Testing Systems (IELTS).

Prof., if making English errors were a criminal offence, we would be in jail. But, of course, that’s if judges aren’t guilty as well.

Sir, it’s a known fact that exposure to news media content boosts one’s language proficiency. Although the reverse isn’t totally the case in our country, consumers of Nigerian media content had better be wary of heavily relying on their (the media’s) expressions. Other authorities, including dictionaries, should be consulted as frequently as possible.

Let me buttress the above point. Since 1961, the Nigerian Guild of Editors has been a network of experienced journalists who have attained editors’ positions in their respective organisations. Ordinarily, one would assume that every member of the network possesses an unquestionable mastery of the English language. But, no, this isn’t the case. Some of the past presidents of the guild have repeatedly published wrong English expressions not as mistakes but as errors. One of such expressions is “Buhari felicitates with”. I’m sure the president has media aides, two of whom have presided over the affairs of the Nigerian Guild of Editors in the past.

In a similar vein, many of the federal ministry of education documents aren’t free of English errors, neither are those from our schools.

The above instances speak volumes about our deficiency in our lingua franca. Being aware of this situation, isn’t it advisable that we adopt measures to encourage us to learn the English language? Will it then be wise to abolish existing measures? 

I believe in the saying that where there’s a will, there’s a way. Our determination to secure admission to tertiary institutions makes us learn English more than we would ordinarily do. The more we practise, the better we’re highly likely to become. Frequency and expertise have a significant relationship.

Therefore, Prof., let’s maintain a credit grade in English as a criterion for admission to our higher institutions.

Ishaka Mohammed writes from Kaduna. He can be reached via ishakamohammed39@gmail.com.