Aimee Harris and Ella Gerber show how Mathematics permeates every aspect of life, debunking the notion of ‘not being good at math’. They feel that by focusing on real-world applications and delaying formal notation until core understanding is achieved, we can cultivate a greater appreciation of Math, affirming its inclusivity for everyone.
It was an informative article, providing a solid perspective on the importance and universality of Mathematics, dismantling common misconceptions about who can or cannot excel in this field.
Almost 400 years ago, in “The Assayer,” Galileo wrote: “Philosophy is written in this grand book … [But the book] is written in the language of Mathematics.” Mathematics is a universal language, independent of your origin or spoken language. Yet, many people still doubt the legitimacy of the statement that ‘Mathematics is for everyone.’
A degree in Mathematics is not meant for everyone, and this essay doesn’t aim to convince you otherwise. Instead, it seeks to highlight that regardless of your chosen degree, Mathematics will play a part in it. Mathematics forms the foundation for communication, technology, understanding natural phenomena, and gaining insights into the universe. While this is often undisputed, Mathematics is also employed in everyday tasks like time management, shopping, or even baking.
Since Mathematics is an integral part of daily life, knowingly or unknowingly, we can assert that Mathematics is for everyone. When you hear ‘Mathematics is for everyone,’ you should think, ‘How can I make it work for me?’ You don’t need to search for where Mathematics fits into your life; it’s already there, waiting for you to acknowledge it.
Social constructs around Mathematics, often created by students themselves, such as ‘not being a math person’ or ‘not being good at Mathematics,’ should be discarded. Just as one cannot simply be good at poetry, Mathematics involves making mistakes, struggling with problems, and finding it difficult at times – all essential parts of the learning process. In class, we are taught to question and prove everything, even the most basic concepts. This questioning and analysis lead to a deeper understanding of seemingly familiar concepts.
Mathematics should focus not just on questions and answers, but also on how to find solutions, interpret problems, and ultimately prove your answers. While Mathematics often has a single correct answer, there are various paths to reach it, and discussions are valuable.
Mathematics should provide an open space for sharing and discussing ideas, answers, and theorems, fostering a deeper understanding and the development of reasoning skills. It should be presented in a way that multiple types of people can interpret, understand, and relate to. While formal language and notation are important, they aren’t the only way to think mathematically.
For some, Mathematics should be seen as a tool for adult life, improving critical thinking and logical skills beyond test scores. Mathematics education should go beyond traumatic school experiences and be recognized as a concept that relates to everything.
Making Mathematics more accessible starts with how it’s taught and understood, shaping our perception of the subject. A solid understanding of Mathematics concepts can reduce the struggles students face when solving problems. When students grasp the origin and real-world applications of Mathematics, it gains more meaning.
The study of Mathematics should not be viewed as optional; it’s a fundamental human activity that fosters critical and analytical thinking. Formal language and notation should come after understanding the subject matter, not before. This approach will promote a greater appreciation for Mathematics. When people appreciate Mathematics, it truly becomes a subject for everyone.

Aimee Harris
2nd year BSc Physical Sciences (Focal Area: Lazer Physics (Physical)) student at Stellenbosch University

Ella Gerber
2nd year BSc Mathematical Sciences (Focal Area: Mathematical Statistics) student at Stellenbosch University