Mathematics Is Not That Difficult: The Real Challenge Is How It Is Taught

BY ISAAC ASABOR *

It is not an exaggeration to say that passing mathematics in the West African Senior School Certificate Examination (WASSCE), also known as WAEC, has consistently been a major challenge for candidates in Nigeria over the years. The subject is frequently regarded as a stumbling block for many students, with a significant number failing to meet the required credit score. This difficulty has raised concerns among educators, parents, and policymakers who regard mathematics as a core subject necessary for academic and career success. The problem stems from a variety of factors, including insufficient preparation, a scarcity of qualified teachers, and a widespread fear of mathematics, which many students regard as an insurmountable subject.

Statistics over the years highlight the gravity of the situation. For instance, in 2021, only about 65.24% of the candidates who sat for the WAEC examinations obtained credit passes in mathematics, a slight improvement from previous years but still reflecting a significant number of failures. In 2020, the percentage dropped even lower, with only 52.38% of candidates passing the subject. Historical data show that these percentages fluctuate annually, but a large proportion of students struggle to obtain the mandatory mathematics credit required for admission to Nigerian tertiary institutions.

The results of the May/June 2024 West African Senior School Certificate Examination (WASSCE), which were written by 1.8 million candidates and released a week ago, showed that 72% of students received five credits, including English Language and Mathematics.

The persistently high mathematics failure rates have prompted a wide range of interventions to improve student performance. These include government and private sector initiatives to train teachers, improve curriculum delivery, and offer extra tutoring to students. Despite these efforts, the challenge remains significant, as students’ performance is still hampered by their fear and anxiety about maths.

Given the foregoing factual background, no doubt addressing this issue necessitates a more comprehensive approach that not only improves teaching methods but also alters students’ perceptions of the subject, making it more accessible and less intimidating.

Mathematics is frequently criticised as one of the most difficult subjects that students face in school. From complex equations to abstract concepts, it can seem like a difficult mountain to climb. However, the real issue is not the subject itself, but how teachers present it. Many students struggle not because mathematics is inherently difficult, but because the teaching methods used can make the subject appear intimidating and inaccessible.

The traditional teaching method is one of the primary reasons why mathematics appears difficult. Many educators place a heavy emphasis on memorisation and procedural tasks, leaving little room for students to grasp the underlying concepts. When students are only taught to follow steps without grasping the “why” behind them, mathematics becomes a series of arbitrary rules rather than an interesting and logical system.

For instance, a student may memorise how to solve a quadratic equation but fail to understand the concept of parabolas or the significance of the quadratic formula. This lack of context can make the subject seem like a series of isolated tasks rather than a coherent whole. When students do not see the relevance of what they are learning, their motivation wanes, and they begin to view mathematics as a series of obstacles rather than an engaging challenge.

Mathematical anxiety is another significant factor. If students are constantly exposed to high-pressure environments or feel they must meet unrealistic expectations, their fear of making mistakes can overshadow their ability to learn effectively. Teachers who emphasise correctness over understanding contribute to this anxiety, making students wary of attempting problems or asking questions.

Moreover, the way mathematics is sometimes presented in classrooms, through competitive grading, timed tests, and an emphasis on speed, can exacerbate this fear. Students who struggle with a concept may feel isolated or inadequate compared to their peers, leading to a negative self-perception that further impedes their learning.

Reflecting on my own experiences as a secondary school student, I vividly remember a particular mathematics teacher who was so obsessed with flogging students that he turned the subject into a source of dread. This teacher seemed to relish finding reasons to punish students, often using the slightest mistake as an excuse to unleash his whip. The atmosphere in the classroom would shift as soon as it was time for him to teach. The moment his footsteps were heard in the hallway, there would be a mass exodus of students from the classroom, each one scrambling to avoid his infamous whippings.

This approach did nothing to foster a love for mathematics. Instead, it created a toxic environment where fear overshadowed learning. Rather than focusing on understanding the concepts being taught, our primary concern became how to escape the next round of punishment. This fear-based approach not only discouraged students from engaging with the material but also instilled a deep-seated anxiety that followed many of us for years.

Given the foregoing unarguable facts, it is germane to opine at this juncture that to make mathematics easy to understand, educators should focus on fostering a deeper understanding of mathematical principles. Teaching should be centred on problem-solving and real-world applications that make abstract concepts more tangible. By connecting mathematical ideas to everyday experiences, students can see the value and relevance of what they are learning.

Interactive teaching methods, such as group work and hands-on activities, can also make learning mathematics more engaging. When students collaborate and discuss their thought processes, they can gain different perspectives and strategies for solving problems. This collaborative environment can help reduce anxiety and make learning mathematics a more positive experience.

Ultimately, mathematics should be taught as a subject that encourages curiosity and exploration. Teachers who approach mathematics with enthusiasm and a willingness to explore different methods can inspire their students to do the same. By emphasising the beauty and utility of mathematics rather than just its challenges, educators can shift students’ perceptions and help them appreciate the subject for what it truly is.

Mathematics is not an inherently difficult subject. The challenge often lies in how it is taught. By adopting more effective teaching methods, reducing anxiety, and fostering a supportive learning environment, educators can help students see mathematics as an exciting and manageable subject. The key is to shift the focus from memorization and fear to understanding and engagement