The recent announcement by the Federal Government that Mathematics will no longer be compulsory for students seeking admission into tertiary institutions to study Arts and Humanities has stirred a nationwide debate. While the intention to expand access to higher education is noble, the decision risks undermining one of the very foundations of meaningful education and national development.
Mathematics is far more than a subject in the classroom; it is the invisible architecture that holds society together. From the budgeting of national resources to the design of roads, phones, music production, and digital platforms, mathematical reasoning powers every sector. Nations that have advanced economically and civically such as Finland, Singapore, South Korea, and Japan did not grow by lowering academic standards; they grew by deepening mathematical literacy across all fields, including the arts and humanities.
Finland, for instance, is globally celebrated for having one of the most equitable education systems. Mathematics remains a compulsory core subject for all students until the end of secondary school, not because everyone will become a mathematician, but because mathematical reasoning cultivates discipline, logic, and clarity of thought. Singapore’s “Thinking Schools, Learning Nation” policy made problem-solving through mathematics a civic skill, not a career choice. These countries understand that mathematics is the grammar of reasoning the universal language of structure and order.
For decades, Nigeria’s education sector has struggled with declining quality of teaching, outdated curricula, and inadequate teacher support. These, not Mathematics itself, are the real barriers to access. When students fail Mathematics, it is not because they are “incapable” but because the system has failed to make the subject relevant, relatable, and well-taught.
Data from the National Bureau of Statistics (NBS) and WAEC show that less than 40% of students consistently achieve credit passes in Mathematics. Yet, surveys among top-performing schools indicate that when Mathematics is taught through practical examples, games, and real-life applications, pass rates rise by over 60%. The difference lies not in students’ ability, but in the method and motivation of teaching.
The strength of a nation is not measured only by the number of students it admits, but by the quality of thinkers it produces. Removing Mathematics from the entry requirements for Arts students might seem like progress, but it risks weakening our intellectual foundation. Every student, regardless of discipline, deserves the gift of mathematical thinking, the ability to reason, analyse, and make sound judgments.
If we truly want to build a Nigeria of fairness, innovation, and sustainable growth, we must ensure that Mathematics remains the common ground for all learners; the bridge between literacy and logic, access and excellence.
By Joshua Ibeazor
PTA Mathematics Teacher, Educational Advocate & Founder, Real Life Mathematics Initiatives
