EXCLUSIVE: Removal of Mathematics as Compulsory Subject May Encourage Laziness, Reduce Logical Thinking, and Erode Educational Standards

The federal government’s recent decision to remove mathematics as a compulsory subject for non-science students has triggered a wave of mixed reactions across Nigeria’s education sector, with many teachers, administrators, and educationists warning that the policy could have long-term consequences on students’ reasoning ability, discipline, and the country’s intellectual standards.

On Tuesday, October 14, 2025, the federal government announced a major review of admission requirements into Nigerian universities. While the government frequently issues policy updates, what made this one stand out was the removal of mathematics as a compulsory subject for arts students.

What this means is that students in the humanities may now decide not to take mathematics, as their admission into the university will no longer depend on credit passes in the subject. The decision represents a sharp departure from long-standing academic norms. Traditionally, both English and Mathematics have been mandatory prerequisites for gaining admission into higher institutions in Nigeria.

Critics are questioning whether the Ministry of Education consulted relevant stakeholders before arriving at such a far-reaching decision, warning that Mathematics plays a deeper cognitive role in shaping students’ mental development beyond being a mere prerequisite for admission.

Historical and Philosophical Background

Mathematics and English have served as the foundation of Nigeria’s educational framework. Educationists argue that Mathematics is not just about numbers—it teaches logic, structure, and systematic thinking. Changing its status, they warn, may lead to a massive loss of interest among students, especially those already inclined to avoid challenging subjects.

Mathematics also underpins analytical thinking in sociology, psychology, history, economics, and even law, helping students interpret data, recognize patterns, and draw reasoned conclusions. It also provides frameworks for understanding proportion, balance, and rhythm—concepts equally relevant in art, design, and music.

The American mathematician Oystein Ore of Yale University famously argued that Mathematics must remain integral to liberal arts education. In his essay “Mathematics for Students of the Humanities,” Ore wrote: “Most colleges are looking forward already to the postwar period; new plans are being discussed and the old curricula are coming under close scrutiny. Undoubtedly the teaching of mathematics will be fundamentally affected in this process of revaluation and reorganization. In the college faculties we shall experience searching discussions in regard to the role which mathematics should naturally play in a liberal arts curriculum.

Historically, mathematics always constituted an integral part of the liberal arts, in all the meanings which this term has had through the centuries. There is every indication that it will retain this position in the future. In the present scientific trend of our civilization and education the mathematical theories represent not only a body of important facts, but they constitute also a language without which many phases of scientific thought would be cumbersome to represent and difficult to understand.”

Ore emphasized that Mathematics is not just a technical discipline but also the language of logic and philosophy, and that its exclusion from liberal education would weaken intellectual reasoning and civic understanding.

Stakeholders And Educators React

“It’s a Way of Building More Lazy Nigerian Students” — Adebola R. Fagbemile

Assistant Head of School Administration, Crystal School, Omole Phase 2, Lagos.

She said, “My opinion on the removal of Mathematics as a compulsory subject for non-science students is a ‘way of building more lazy Nigerian students.

“Students who don’t have the interest to challenge their brains will just keep it low, and that could cause more corruption in Nigeria. Tell me, is there any job or work you want to get yourself into without calculations—either minor or major? Bring back Mathematics as a compulsory subject, please. Thank you.”

“Mathematics Builds Logical Thinking, Problem Solving, and Financial Literacy” — Temitope Adewuyi

“Removing Mathematics as a compulsory subject for non-science students is not a wise decision, if I would say. Mathematics builds logical thinking, problem-solving, and financial literacy—skills needed in every field.

“Even arts, business, and social sciences require basic mathematical understanding for real-life applications. However, the focus of Mathematics for non-science students could be made more practical and relevant to their disciplines.

“Instead of removing it entirely, the curriculum should be adjusted to meet their specific needs. This approach ensures that every student develops essential numeracy skills without unnecessary complexity.

“My strength in maths is one major strength that has helped me to be the Teacher of Strength in all subjects which I am today.”

“It Has Advantages and Disadvantages” — Nwanneka Okpala, Child Advocate and KOSEC Schools Administrator.

“As an educational administrator, the decision to remove Mathematics as a compulsory subject for non-science students raises significant considerations that impact not only the academic structure but also the broader goals of education.

“It will lead to personalized education. Non-science students might feel more motivated and engaged if they can focus on subjects aligned with their career aspirations.

“Not all students excel in Mathematics or find it relevant to their future careers. Removing it could help them devote more time to subjects like arts, humanities, or vocational studies.

“Mathematics can also be a source of significant anxiety for many students. By eliminating the pressure, we may create a more positive learning experience for them. Mathematics facilitates critical thinking, analytical skills, and problem-solving abilities—skills that are essential in many fields. Removing it may lead to gaps in these competencies.

“It could widen the educational gap between students who have access to supplementary math education and those who do not. Mathematics teaches life skills such as budgeting, measurement, and data interpretation. These are crucial for informed decision-making.

“While removing mathematics might seem appealing for some, the long-term implications must be carefully considered. A better approach is to reevaluate how mathematics is taught rather than eliminating it. As administrators, it’s essential to weigh these factors and consider the overall mission of education—to prepare students for life.”

“Every Child Needs Maths Skills to Navigate Life” — Lagos-Based Teacher

“This is a poor policy if they move forward. Every child, irrespective of the program, requires maths skills to navigate through life and can have adverse consequences on the future of the country.

“Remember Nigeria is a very poor country and shouldn’t be adopting other developed economy policies when we are still struggling.”

“Basic Mathematics Should Be Compulsory Up to Year 9” — Olufemi Kuye, Subject Teacher, Jewels & Pearls College, Ogudu, Lagos.

“If I may, looking at the issue from another angle, why is Biology (study of life) not compulsory for Business and Humanities students? Why is Economics (study of financial literacy) not compulsory for Science students?

“There’s need to mirror down the needs of students in respect to their UTME combinations. Business and Humanities students do not need Mathematics for this, and Humanities especially will not need it to study Law or Theatre Arts.

“However, Basic Mathematics should be made compulsory up to Year 9. After that, students should focus on the major subjects of their respective departments. This promotes efficiency and effectiveness in learning.”

“Removing Mathematics Is a Step in the Wrong Direction” — Phrederick Okoka, Director, God’s Heritage International School, Asaba.

“In my opinion, removing Mathematics as a compulsory subject for non-science students is a step in the wrong direction. Mathematics is not just about numbers—it builds logical thinking, problem-solving skills, and financial literacy that are essential in every field.

“Even in the arts and social sciences, basic mathematical knowledge supports sound reasoning and informed decision-making. Rather than removing it, the curriculum should make Mathematics more practical and relevant to real-life applications. This will help students appreciate its importance regardless of their career paths.”

“Mathematics Must Remain Compulsory” — Ayodeji Iginla, Former Rector, Lagos State Polytechnic.

“Mathematics must be compulsory in secondary education for any country that wants to make a headway in today’s world.”

“This Policy Is a Welcome Development” — Damilola Kushimo, Lagos-Based Journalist.

“It is believed that the inability of many arts students to obtain at least a ‘C’ in Mathematics is one of the major reasons they often fail to secure admission into tertiary institutions because, for decades, a credit pass in both Mathematics and English has been a prerequisite for higher education.

“Owing to the foregoing, yesterday’s announcement that Mathematics is no longer compulsory for arts and humanities students is indeed a welcome development.

“This policy will remove the ‘Mathematics barrier’ that has hindered many students and help them focus on relevant subjects such as Government, English, and Literature.

“In my opinion, this move by the Federal Government is a progressive step. It aligns our educational system with global standards. But it also increases the need for strong career guidance so that students can make informed choices early.”

“Make Practical Maths Compulsory, Advanced Maths Optional” — Oluwatoyin Adebowale, Head of Studies, SKA School, Lagos.

“Removing Mathematics as a compulsory subject for non-science students can have both positive and negative effects. On one hand, it allows students to focus on relevant subjects. On the other hand, Mathematics develops critical thinking, problem-solving, and logical reasoning skills that are valuable in any field.

“Without a basic grounding in math, students will struggle with essential tasks such as financial management and data interpretation. A balanced approach might be to make basic, practical math compulsory while advanced math remains optional.”

“Lawyers Without Maths Background Will Struggle” — Adeola Adenubi, Information Technology Professional.

“From my own point of view, Mathematics should not be removed from non-science and non-technical courses. A typical example is someone studying law. Logic is a key course in law and requires a good grasp of Mathematics to handle effectively.

“Any student who lacks a good background in Mathematics will struggle with such courses. A lawyer without math knowledge is already restricted in the kind of cases he or she can handle, including electoral disputes that require number analysis.”

The policy, though well-intentioned, has clearly divided opinion. While a minority sees it as a relief for struggling students, the overwhelming sentiment among educators is one of concern and caution.

For them, mathematics is not just a school subject—it is the foundation of logic, structure, and order in human reasoning. To remove it from the academic core, they say, is to remove a vital pillar of education itself.