Mathematics is often seen as intimidating by some students from elementary through secondary school. A study by the University of Eastern Finland published in the British Journal of Educational Psychology in late 2023 found that children’s interest in and perceived competence in mathematics are generally positive when they first start school. However, both interest and perceived competence tend to decline within the first three years of elementary education.
A similar trend is also evident at the higher education level. The 2025 Programme for International Student Assessment (PISA) survey conducted by the Organisation for Economic Co-operation and Development (OECD) shows that scores in mathematics, literacy, and science have consistently declined since 2015.
Professor Indah Emilia Wijayanti, Professor of Algebra Mathematics at the Faculty of Mathematics and Natural Sciences, Universitas Gadjah Mada (FMIPA UGM), stated that these findings align with the noticeable decline in students’ mathematical skills observed during university admissions each year.
“Compared to five or ten years ago, incoming students in the Mathematics study program today demonstrate weaker mathematical thinking skills,” said Professor Indah to reporters on Monday (Mar. 30)
The decline in mathematical literacy is closely related to students’ understanding during their elementary and secondary education, which in turn affects their learning process in higher education.
“Simply put, if the amount of mathematics content is reduced in elementary or junior high school, it will also decrease at the senior high school level,” she explained.
According to Professor Indah, aside from technology, which has significantly simplified how students complete math exams, distractions that affect students’ focus during the learning process also contribute to the decline in mathematical ability among today’s generation.
“This is where the role of educators becomes crucial, as they need to present diverse mathematical experiences to maintain students’ consistency and focus,” she said.
Professor Indah emphasized that the only effective way to master mathematics is through practice. She noted that regularly solving even simple problems can stimulate the brain and improve logical reasoning skills.
“Through consistent practice, both students and university learners can enhance their competencies and even focus on areas aligned with their interests,” she added.
However, improving a generation with a strong scientific culture is not easy. It cannot rely solely on educators or families. The algebra expert highlighted that regulatory frameworks, particularly those determining learning proportions, also play a significant role.
“The curriculum should be more flexible and not overly restricted by the government. Universities should be given autonomy over their content, allowing for adjustments in intensity so that students can explore fields beyond mathematics,” she explained.
Within higher education, Professor Indah suggested that universities should provide opportunities for students to study other fields of interest. This approach is expected to help them develop more comprehensive thinking skills and enhance their cognitive capacity to understand complex mathematical concepts.
“We need to present it in a more engaging way. And that is not easy; it is a challenge for educators. Usually, I start by giving motivation, then introduce the theory, explain how it works, and only after that do I invite students to apply it.”
Author: Ika Agustine
Editor: Gusti Grehenson
Post-Editor: Zabrina Kumara
Photo: Freepik