As a Professor of Mathematics, I’ve had the pleasure of working with thousands of parents and students from many walks of life. Being a member of one of the world’s leading education corporations has also allowed me to engage with some of India’s best educators.

A topic I am frequently asked in all of these interactions is why, despite a rich old mathematical tradition, India does not generate great mathematicians. Is this a reflection of the country’s math education quality? Is it evidence of a shared ability among Indians? Is there a “gene” that determines your ability to thrive in this subject? Well, I have a somewhat different perspective, and I feel there is no better time to offer it than National Mathematics Day, which falls on December 22.

It’s a big difference between being excellent at math and being a good mathematician. A mathematician is a professional or expert in a certain topic who is most likely researching that field. Being “excellent at arithmetic”, on the other hand, maybe measured in a variety of ways.

At its most fundamental level, what is math? It’s nothing more than a way of thinking. It is a universal language, and the omnipresence of numbers makes it a necessary component of our lives. Math is a part of our daily decisions, whether it’s calculating the distance to work or estimating the quantity of weekly shopping. How well you tackle challenges analytically and rationally, in my opinion, defines how excellent you are at the topic.

If you have a logical style of thinking, you may apply it to challenges in computer science, coding, business, and investment, for example; the study of mathematics isn’t the only approach to show our mathematical prowess. I think that, regardless of formal schooling or degrees, conceptual clarity in arithmetic combined with solid fundamentals may help students achieve in any sector.

Tackling the Fear

While the necessity of math is undeniable, I’ve seen a widespread dislike for the subject among students of all ages, particularly young people. Math has always been taught abstractly, making it one of the “most dreaded” disciplines. Fear of tests still drives understanding and exploration of math topics, rather than a passion for the subject. In truth, most of us have had a dread of arithmetic throughout our adult lives.

However, in my teaching experience, I have yet to encounter a youngster who is unable to do arithmetic when taught properly. The fact is that all children are intelligent, and it is our obligation to recognize their strengths and use them to teach them. Some pupils, for example, have trouble remembering equations. They will never be able to perform properly if you force them to memorize it. The same youngster, on the other hand, may excel at visualizing things. If you walk them through the same topics visually — through a movie or by taking them outside — you’ll notice how quickly they absorb the notion. The focus for both parents and instructors should be on conveying concepts in a variety of formats because different children learn in various ways, and we should stop attempting to shoehorn them all into the same mold.