“Math Or Myth? Why Dropping Maths For Arts Students Misses The Real Lesson”
By MELVIN KOFFA
WHEN news broke that the Federal Government had dropped Mathematics as an admission requirement for Arts and Humanities courses, reactions rippled across classrooms and campuses. For some, it was a long-overdue reform to widen access; for others, it was yet another shortcut in a system too quick to lower the bar instead of fixing the ladder.
On paper, the decision looks progressive—an attempt to make tertiary education more inclusive for students who struggle with numbers. But beneath that policy headline lies a troubling question: Are we solving the problem, or just sidestepping it?
Math: The Everyday Skill We All Need
Mathematics isn’t just about complex equations or intimidating formulas. We’re not talking differential calculus or matrices here—just the kind of basic numeracy that helps people manage their finances, understand percentages, interpret data, and make informed decisions.
From budgeting amid inflation to spotting fake statistics online, numeracy is no longer optional—it’s survival. In an era where misinformation often hides behind numbers, citizens who can’t interpret data are easy targets for manipulation.
“Even in the Arts, logic and reasoning are shaped by mathematical thinking,” says education analyst Dr. Nnenna Okoye. “When you train your brain to solve quantitative problems, you sharpen your ability to argue, infer, and connect ideas.”
Law Without Math? Think Again
Take Law, one of the disciplines now free from compulsory math. On the surface, that makes sense—lawyers write, not calculate. But step into a courtroom or corporate boardroom, and the numbers come rushing back.
Family law often involves inheritance calculations. Corporate and tax law require an understanding of percentages, profit margins, and statistics. Patent law crosses into technology and innovation.
“Law isn’t just words—it’s logic, evidence, and precision,” notes legal scholar Chidi Ezenwa. “If you can’t interpret basic figures in a contract or dispute, you’re handicapped.”
Teaching, Not Testing, Is the Problem
The truth is, Nigeria’s math problem didn’t begin with students. It began with how we teach.
Poor WAEC pass rates in Mathematics are not proof of student weakness but of a broken teaching model. In many schools, math remains abstract, intimidating, and disconnected from real life. Pupils memorize formulas but rarely understand their relevance.
Countries like Singapore and Finland faced similar crises decades ago—and turned things around through pedagogy, not policy shortcuts. They made math relatable through storytelling, technology, and real-world applications.
Imagine if Nigeria did the same—integrating local examples into lessons, using apps like Khan Academy, games, or even market-day arithmetic to explain percentages and profit. Students would stop fearing math and start seeing it as part of everyday life.
Raise the Standard, Don’t Lower It
Rather than scrapping math, experts suggest a more balanced approach: a national minimum numeracy standard for all students—Arts, Science, or Commercial.
This wouldn’t mean everyone needs to master advanced topics, but everyone should understand arithmetic, ratios, percentages, and basic statistics. These skills are foundational, not optional.
Such reform would demand better teacher training, updated curricula, and a meaningful increase in education funding—currently just around 5% of the national budget. Without that investment, no reform will work.
The Bigger Picture: Math and the Economy
According to the World Bank, improved math proficiency can boost a country’s GDP by 2–3%. That’s because numeracy powers innovation, entrepreneurship, and data-driven governance.
When societies invest in teaching math effectively, they produce citizens capable of analyzing problems, building businesses, and making informed choices. Cutting math from the curriculum chips away at that future.
Shortcut or Solution?
So, what’s next—waive English for engineering students?
It may sound sarcastic, but that’s the slippery slope we risk sliding down when we substitute rigor for convenience. True inclusivity isn’t about lowering entry barriers—it’s about ensuring everyone is equipped to climb.
Dropping Mathematics for Arts and Humanities may ease short-term pressure on students and institutions, but it risks long-term consequences for reasoning, employability, and national competitiveness.
Final Thought
The lesson isn’t to fear math—it’s to fix how we teach it. Reform the classrooms, retrain the teachers, make the subject relevant again. Because when we make learning meaningful, students rise to meet the challenge.
Progress isn’t about waiving requirements; it’s about raising capacity.
And maybe that’s the real equation Nigeria needs to solve.
