In this very era, a troubling question echoes through classrooms and corridors of learning: why are students increasingly hating mathematics? The irony is striking. Mathematics, once the most loved subject in early schooling, now stands among the most feared as students progress. I still remember the early days of education, the kindergarten years and the primary classes, when students would eagerly pull out their mathematics notebooks from their bags, practicing sums with joy and confidence. Numbers felt friendly, puzzles felt exciting, and learning felt natural. Somewhere after Class five, however, the story begins to change. That turning point is where we must pause, reflect, and act.
In the foundational years, mathematics is taught as play, pattern, and exploration. Counting beads, drawing shapes, simple additions, and small challenges spark curiosity. The child feels successful. But as the student moves beyond the primary level, mathematics quietly transforms. It becomes abstract without preparation, rigid without explanation, and heavy with procedures rather than meaning.
Fear slowly replaces curiosity, not because students lack intelligence, but because the system fails to guide them through this transition. One of the most critical problems lies in the gap between foundational mathematics and secondary mathematics. From Class five onwards, the subject begins to demand algebraic thinking, logical reasoning, and abstraction. Unfortunately, the teaching methods often remain mechanical.
Students are pushed to memorize formulas without understanding their origin or purpose. Mathematics stops being a language of logic and becomes a test of memory. This is where many students begin to feel lost. A serious reform is needed in how we design the mathematics journey. One powerful idea is the early and intelligent integration of calculus thinking with Euclidean mathematics.
Calculus should not be treated as a sudden monster that appears in Class eleven. Instead, its ideas can be introduced gently from Class eight onwards. Concepts like change, slope, rate, and approximation can be taught visually and intuitively. When calculus grows naturally from geometry and algebra, students do not fear it. They recognize it.
Euclidean mathematics, with its clarity of shapes, lines, and logical structure, must remain the backbone. Geometry teaches reasoning, proof, and discipline of thought. When calculus is connected to geometry, mathematics feels alive. Curves are no longer mysterious. They are shapes with stories. This blended approach can transform fear into fascination.
Equally important is the role of teachers. We need top notch mathematics experts from different countries who can train our teachers and lecturers in modern techniques, intuitive explanations, and learner centered methods. Teaching mathematics is not just about knowing mathematics. It is about knowing how to communicate it. Our educators must be empowered with global best practices, visual tools, and conceptual clarity so that they can inspire rather than intimidate.
In this context, it is heartening to see leadership emerging locally. The CEO Kulgam is leading from the front to create a healthy mathematical ecosystem. Such initiatives deserve full academic and institutional support. But leadership alone is not enough. We need a collective effort where experts who truly understand calculus and Euclidean mathematics guide the teaching community. When teachers feel confident and updated, students automatically feel safe. Another serious issue is our continued reliance on outdated techniques.
Mathematics is not static. New, simpler, and more elegant methods emerge with time. If we cling only to traditional approaches, we deny students the beauty and efficiency of modern mathematical thinking. Easy does not mean shallow. It means clear. When students see multiple ways to solve a problem, their confidence grows. A painful reality illustrates this gap vividly.
Many students score full marks, even 100 out of 100, in Class ten mathematics. Yet, when they enter Class eleven, they hesitate to choose mathematics as a subject. Why? Because the mathematics they encounter feels unfamiliar, alien, and overwhelming. It feels like a different subject altogether. This psychological shock pushes capable minds away from mathematics. Early exposure to calculus concepts from Class eight onwards can prevent this rupture.
We are living in the age of Artificial Intelligence, where mathematics is no longer optional. Algorithms, machine learning, data science, robotics, and all modern technologies are deeply rooted in mathematics. Mathematics is the nervous system of Information Technology. Without it, innovation collapses. And yet, paradoxically, students are leaving mathematics at the very moment when the world needs it the most.
This is why mathematics must be made practical. Students should see where mathematics lives in the real world- in mobile phones, in traffic systems, in medical imaging, in financial models, and in artificial intelligence. When mathematics connects with reality, fear dissolves. Relevance builds respect. The classroom environment also matters deeply. Mathematics must be taught in a friendly, supportive, and non-threatening atmosphere. Mistakes should be treated as steps, not sins. Question papers should test understanding, not panic. Easy does not mean low standard. It means fair, logical, and confidence building.
Incentives can also play a transformative role. Scholarships for mathematics students, recognition for excellence, and career guidance can motivate learners to stay connected with the subject. Mathematics should be compulsory at at +2 level and given serious weight in competitive examinations. Not to burden students, but to ensure that logical thinking, problem solving, and analytical skills remain central to education.
In conclusion, students do not hate mathematics by nature. They hate confusion, fear, and disconnection. When curiosity is nurtured, mathematics becomes a joy. When fear is imposed, it becomes a burden. The choice lies with us. If we reform teaching methods, integrate calculus early, empower teachers, modernize techniques, and align mathematics with the realities of the modern world, curiosity will return.
Mathematics has not failed our students. We have failed to present it as the beautiful, powerful, and life shaping discipline that it truly is. It is time to reclaim that beauty and restore curiosity where fear once stood.
The author is an Educator at GGHSS YARIPORA KULGAM and can be reached at umairulumar77@gmail.com
