Accra: Every year, thousands of Arts students struggle with mathematics. Some fail it repeatedly, while others lose university opportunities because of it, leaving school convinced that they are simply 'bad at maths.' However, the issue may not always lie with the student but rather with what is taught and how it is examined.
According to Ghana Web, the traditional approach to mathematics education does not account for the distinct needs of students pursuing different career paths. Sefa, an aspiring actor and broadcast journalist, and Glovus, who aims to become a top engineer, are required to study the same mathematics curriculum. While both need mathematics, the depth and focus of mathematical education should align with their future professions.
Engineering students like Glovus require an in-depth understanding of algebra, geometry, trigonometry, and advanced mathematical reasoning. In contrast, students like Sefa, headed into fields such as law, journalism, and the arts, benefit more from practical mathematics skills-skills that include negotiating contracts, managing finances, understanding percentages, budgeting productions, and analyzing statistics.
The current educational system often equates difficult mathematics with useful mathematics. For students entering creative industries, law, or public service, practical mathematical concepts such as percentages, interest, profit and loss, taxes, and budgeting are far more applicable in their daily lives.
The article suggests a reevaluation of mathematics curricula to offer different pathways. One pathway might focus on advanced mathematics for fields that demand it, while another emphasizes practical mathematics and financial numeracy, covering topics like accounting, personal finance, and quantitative decision-making.
This approach is not about making mathematics easier but about making it relevant. Students should be taught critical financial skills such as calculating compound interest, analyzing loans, understanding taxation, and preparing cash flow forecasts. These skills ensure that they are mathematically prepared for real-world financial challenges.
The call is for an educational reform that acknowledges the diverse career paths students take and tailors mathematical education to support those paths. By doing so, students can leave school equipped with mathematical knowledge that directly applies to their future professions, preventing them from becoming financially innumerate adults.
The article argues that education should not merely replicate past curricula but should evolve to meet the needs of the world students will enter. While foundational numeracy is essential for all, the subsequent mathematical education should reflect the student's academic and professional goals.
In conclusion, mathematics education needs to be reimagined to ensure students like Sefa are prepared for the financial realities of life, while students like Glovus receive the rigorous mathematical training necessary for their technical careers. Both pathways are valid and essential, but they should not be identical.