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Tag: Mathematics

  • Deploying mathematical models for decision-making in uncertainty

    Deploying mathematical models for decision-making in uncertainty

    By Kunle Gbadebo

    Mathematics is deemed to be beyond figures. It  is described as the foundation of resilience in society.

    Thus, this made Temitope Comfort Iroko, a PhD candidate in Mathematics at the University of Wisconsin-Milwaukee (UWM), to explore  new approaches to decision-making under uncertainty, combining mathematics, reinforcement learning, and computational methods to address complex challenges in finance and insurance. Her research focuses on developing models that optimise choices when outcomes are uncertain, with applications in portfolio execution, insurance decisions, and other financial systems.

    Currently, Iroko’s work centres on robust impulse control under model uncertainty, creating numerical methods and reinforcement learning algorithms that remain effective even when traditional models are misspecified.

    “Uncertainty is not just theoretical; it is the reality of financial markets, insurance systems, and increasingly, healthcare,” she said. “My goal is to build mathematical tools that enable adaptive decision-making, so institutions can respond effectively when conditions shift, or models fail.”

    Iroko’s contributions have attracted recognition within the United States. Supported by the Northwestern Mutual Data Science Institute (NMDSI), she has been invited to present her research at the institute.

    She will also present her work at the Joint Mathematics Meetings (JMM), the largest annual gathering of mathematicians in the U.S., following acceptance of her submitted abstract. She also received a SIAM Student grant to present her work at a major Society for Industrial and Applied Mathematics conference, showcasing her findings to leading experts in applied mathematics.

    The practical implications of her research are notable. In finance, her methods offer strategies for managing shocks in markets and insurance portfolios, helping institutions operate more effectively under uncertainty. These innovations illustrate how advanced mathematical models can inform risk management and decision-making in U.S. financial and insurance systems.

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    Beyond her research, Iroko contributes to the academic community through leadership. She founded and now leads the SIAM Student Chapter at UWM, fostering collaboration among students in mathematics, engineering, and data science. Under her guidance, the chapter promotes professional development and prepares emerging researchers to apply mathematics to real-world challenges.

    Iroko’s academic journey demonstrates sustained excellence. She earned a first-class degree in Statistics at the University of Jos, graduating as the top student in her class. She completed a master’s degree in mathematics at the African Institute for Mathematical Sciences (AIMS) on a Mastercard Foundation Scholarship, collaborating with Professor Roger Stern of the University of Reading to enhance R-Instat, a statistical software for climate data analysis. She later earned a master’s in applied mathematics at Wrocław University of Science and Technology under the Łukasiewicz Scholarship.

    According to her, Mathematics is the foundation of resilience in society.  “In finance and insurance, the right models allow better decisions in the face of uncertainty. That’s what drives me ,” she said.

  • Mathematics gambit in an age of Algorithms

    Mathematics gambit in an age of Algorithms

    • By Dr. Donald Peterson

    When news emerged that mathematics would no longer be compulsory for Arts and Humanities students seeking university admission in Nigeria, my initial reaction wasn’t outrage. It was bewilderment. Not the kind born from shock at governmental overreach (we’ve seen plenty of that), but the kind that comes from witnessing a policy so fundamentally misaligned with the trajectory of human civilization that it feels almost anachronistic.

    We live in an era where artificial intelligence doesn’t just assist human thinking but increasingly shapes it. Where the Internet of Things quietly weaves computational logic into the fabric of daily existence, from the phones in our pockets to the infrastructure beneath our cities. And yet, here was a policy proposal suggesting that roughly a third of our secondary school population could afford to disengage from mathematical reasoning entirely.

    The Ministry’s justification, I’ll admit, carried a certain superficial appeal. Millions attempt the Unified Tertiary Matriculation Examination annually; fewer than half secure admission. Mathematics, they argued, functions as an artificial bottleneck, an unnecessary gatekeeping mechanism that transforms what should be an educational pathway into an obstacle course. Remove the barrier, expand access, democratize opportunity.

    It’s a seductive narrative. Compassionate, even. But I think it fundamentally misunderstands what mathematics actually is.

    Mathematics is not, as popular imagination often conceives it, merely a specialized toolkit for scientists and engineers. It represents something far more fundamental: a disciplined approach to reasoning itself. When we engage with mathematical problems, we’re not simply manipulating symbols according to arbitrary rules. We’re learning to construct logical arguments, to identify patterns within complexity, to distinguish signal from noise, to demand evidence before accepting claims.

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    This matters profoundly for artists and humanists. Perhaps especially for them.

    Consider the musician negotiating streaming rights in an era of algorithmic playlist curation, where compensation models depend on understanding conversion rates, audience demographics, and predictive analytics. Or the journalist investigating economic policy, who must interpret statistical claims, identify methodological flaws in research, and communicate probabilistic thinking to a general audience. The contemporary filmmaker doesn’t just tell stories; they analyze viewership data, optimize distribution strategies across platforms, and navigate complex financial instruments.

    Even the novelist (and I say this with some self-awareness about my own profession) increasingly operates within ecosystems governed by data. Engagement metrics, A/B testing of cover designs, algorithmic recommendation systems. To be innumerate in the modern creative economy is to cede critical decisions about one’s work to others who possess the quantitative literacy you lack.

    The Greeks understood this intuitively. Plato’s Academy reportedly bore the inscription: “Let no one ignorant of geometry enter here.” This wasn’t mathematical elitism. It was recognition that philosophical reasoning, political thought, and ethical deliberation all require the cognitive discipline that mathematical training provides. The Renaissance, similarly, emerged not from the separation of art and mathematics but from their synthesis. Leonardo da Vinci’s genius lay precisely in his refusal to acknowledge boundaries between aesthetic vision and mathematical rigor.

    But here’s where Nigeria’s policy becomes not just shortsighted but genuinely dangerous: we’re implementing this reform at the exact historical moment when mathematical literacy has transitioned from advantageous to absolutely essential.

    Artificial intelligence systems now mediate an astonishing proportion of human experience. They determine which job applications receive human review, which medical diagnoses warrant further investigation, which loan applications get approved, which social media content reaches audiences. These systems operate through mathematical models, statistical inference, probabilistic reasoning. To be innumerate in this environment is to be, in a very real sense, intellectually disenfranchised.

    You cannot critically evaluate an AI-generated news article if you don’t understand how large language models weight probabilities based on training data. You cannot assess whether a facial recognition system exhibits racial bias if you lack the statistical tools to interpret error rates across demographic groups. You cannot meaningfully participate in debates about algorithmic governance, data privacy, or digital rights without some grasp of how information systems actually function.

    And these aren’t niche concerns for specialists. They’re becoming the basic terrain of citizenship.

    The Internet of Things compounds this reality. We now inhabit environments where computation is ambient, embedded in infrastructure we barely notice. Smart cities optimize traffic flow through differential equations. Agricultural systems employ machine learning to predict crop yields. Energy grids balance supply and demand through real-time algorithmic calculation. To navigate this world without mathematical literacy is to be perpetually vulnerable to systems you cannot understand, much less influence or critique.

    Maybe the most insidious consequence of this policy is how it will exacerbate existing inequalities, but in a particularly modern way.

    Wealthy Nigerian families will, of course, ensure their children receive mathematical education regardless of curricular requirements. They’ll hire private tutors, enroll in international programs, access online resources. Their children will enter the global economy equipped with the quantitative reasoning skills that increasingly determine access to high-value opportunities.

    Meanwhile, students from less privileged backgrounds (who already face enormous educational barriers) will be told that mathematical competence is optional for their chosen paths. They’ll enter universities less prepared to engage with data-driven research, less capable of critically evaluating quantitative claims, less equipped to participate in technical conversations that shape policy and culture.

    This creates a two-tiered intellectual economy. Not based simply on wealth, but on cognitive capability. And unlike previous forms of inequality, this one carries a veneer of choice, as if students freely opted out of mathematical literacy rather than being systematically denied access to it.

    The global labor market won’t accommodate this illusion. UNESCO’s recent reports make clear that quantitative reasoning and data literacy rank among the most sought-after skills across virtually all professional domains. The World Economic Forum identifies analytical thinking as a core competency for the jobs being created right now, in this decade, in this technological moment.

    What will happen when Nigerian graduates, trained under a system that treated mathematics as dispensable, compete for opportunities against peers from Finland, Singapore, South Korea, or China, where quantitative literacy remains foundational regardless of specialization?

    To be fair, there’s a legitimate concern buried beneath this misguided policy. Mathematics education in Nigeria has often been abysmal. Rote memorization of formulas, divorced from context or application. Teachers who themselves lack deep understanding, forced to transmit procedures without meaning. Students experiencing mathematics as arbitrary punishment rather than intellectual empowerment.

    This is a real failure. A tragic one.

    But the response cannot be to abandon the subject. It must be to transform how it’s taught.

    Imagine instead a reform that reimagined mathematical pedagogy from the ground up. That connected numerical reasoning to music theory, statistical thinking to journalism, geometric principles to visual art. That trained teachers not just in mathematical procedures but in how to make quantitative thinking feel alive, relevant, urgent.

    That would be difficult. Expensive. Time-consuming. It would require systemic commitment and sustained investment.

    Removing the requirement is easier. Much easier.But ease is not the same as wisdom.

    Policies communicate values, whether we intend them to or not. And this policy communicates something quite specific: when faced with a difficult educational challenge, the appropriate response is to lower standards rather than improve instruction.

    It’s a philosophy that, to be honest, permeates more than just this single decision. It reflects a broader impatience with the hard work of genuine reform. If mathematics is challenging, make it optional. If university admission is competitive, expand access without expanding preparation. If rigorous thinking is difficult to teach, redefine what counts as education.

    But the world (and particularly the world being shaped by AI, automation, and algorithmic governance) doesn’t reward this kind of capitulation. It punishes it, systematically and mercilessly.

    Nations that maintain high standards for quantitative literacy produce citizens capable of participating in technical decision-making, of founding technology companies, of contributing to scientific discourse, of critically evaluating data-driven claims. Nations that abandon those standards become perpetual consumers of technologies they cannot create, governed by systems they cannot understand.

    What strikes me as particularly troubling is the apparent absence of broad consultation. Where are the conversations with technology sector leaders about the skills they require? With university faculty about the intellectual preparation students actually need? With students themselves about the challenges they face and the tools that would help them overcome those challenges?

    A decision this consequential deserves rigorous deliberation. It deserves evidence, not just intuition. It deserves engagement with international research on mathematical pedagogy, with data on long-term outcomes, with projections about labor market evolution.

    Instead, we seem to have arrived at a conclusion that feels good emotionally (more access, fewer barriers) without grappling with its second-order consequences.

    There is, I think, still time to reconsider. Not to abandon the genuine concern about access and opportunity, but to address it through means that build capacity rather than erode it.

    We could invest in teacher training programs that transform how mathematics is experienced in classrooms. We could develop curricula that explicitly connect quantitative reasoning to artistic practice, literary analysis, historical research, and philosophical inquiry. We could create supplementary programs for students who struggle with mathematics, not to lower standards but to provide the support necessary to meet them.

    These approaches require patience. Resources. Political will.

    But they would produce a generation genuinely prepared for the world they’re inheriting, rather than one told that preparation is optional.

    I keep returning to this reality: we are not moving toward a world where mathematical literacy matters less. We are accelerating toward a world where it matters more, and in more domains, than ever before in human history.

    Every creative field is being transformed by data. Every professional domain is being reshaped by algorithms. Every civic debate increasingly involves technical complexity that requires quantitative reasoning to navigate.

    To tell an entire cohort of students that they can afford to opt out of this literacy is not compassion. It’s abandonment.

    And the cost will be borne not by the policymakers who implement this reform, but by the students who discover, years later, that they were inadequately prepared for a world that never stopped demanding the very skills they were told they didn’t need.

    No society, in the entire arc of human history, has ever prospered by making it easier for its citizens to think less rigorously. Nigeria will not be the exception to this rule, no matter how noble our intentions or how convenient our shortcuts.

    The question is whether we’ll recognize this before the damage becomes irreversible.

  • Dropping Mathematics, mistake Nigeria cannot afford

    Dropping Mathematics, mistake Nigeria cannot afford

    • By Tosin Adeoti

    On reading the news that mathematics would no longer be a compulsory subject for students seeking admission into the Arts and Humanities, I didn’t believe it. Not because the Nigerian government is incapable of radical policy changes, but because the logic felt inverted. How could a country struggling with poor numeracy and fragile reasoning think that removing mathematics from its curriculum would make things better?

    The other day, someone made the apt observation that the average Nigerian is so poor at measurement that we find it difficult to imagine three feet or three kilometres, or even how huge one billion is. And our next step is to remove mathematics from the curriculum of one third of our student population in senior secondary school?

    What could be the reason? Well, when I checked, the Federal Ministry of Education explained the reform in simple terms: to eliminate unnecessary barriers to tertiary education. The argument was that every year, millions sit for the Unified Tertiary Matriculation Examination, yet less than half gain admission. The bottleneck, the ministry said, often comes from stringent requirements, especially mathematics. By loosening that rule, they hoped to create opportunity and extend fairness.

    At first glance, it sounds noble. Education should be inclusive. No one should be locked out of university because they struggle with quadratic equations or trigonometric identities. But inclusion without structure is chaos disguised as compassion. The goal of education cannot be only to make entry easier. It must also prepare people to think and reason once they get in.

    Mathematics is not about becoming a mathematician. It is about clarity of thought. It teaches precision, attention, and sequence. It shapes how we argue, how we see patterns, and how we verify truth. When a student learns how to balance equations, they are quietly learning how to balance life’s variables. When they calculate, they practice patience and logic. To remove mathematics from the path of an artist or writer is to rob them of a tool for discipline.

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    This misunderstanding is not new. People often reduce mathematics to numbers and formulas, forgetting that it is also a language of reasoning. When the ancient Greeks built their philosophy, they made sure it was grounded in logic and geometry. Plato reportedly inscribed above his academy, “Let no one ignorant of geometry enter here.” He understood that mathematics trains the mind to think clearly; a foundation for philosophy and politics alike. Centuries later, the Renaissance in Europe was powered not only by artists like Leonardo da Vinci (just read Walter Isaacson’s biography of the man to see how much of a mathematician the man is) but also by mathematicians like Fibonacci, who gave structure to the patterns artists painted and architects built. The arts have always walked hand-in-hand with mathematics.

    So, mathematics is important for the Nigerian’s art scene. A musician negotiating royalties on Spotify must understand percentages and digital metrics. A film producer working in Nollywood must know profit margins, and market analytics. A journalist analysing inflation needs statistical literacy. Even the poet who wants to publish digitally must interpret engagement data and royalties. Mathematics doesn’t only belong in laboratories; it belongs in every kind of mind that seeks coherence.

    Professor Chike Obi, Nigeria’s celebrated first mathematics PhD holder, reportedly once said that a nation’s progress depends on how well it teaches mathematics. He warned that societies that treat it as optional soon find their intellectual edges blunted. His warning was not about producing more scientists. It was about ensuring that people could think in structured ways. Those words, spoken half a century ago, now sound prophetic.

    I have seen supporters of the new policy argue online that Nigeria’s admission crisis is evidence that the system must change. They claim that outdated requirements, not lack of preparation, keep bright students from advancing. They say inclusion will bring fairness, that the country needs more access, not more gatekeeping. But the question is not whether the gates should open wider. It is whether we are building stronger doors behind them.

    The country’s real problem lies earlier, in how mathematics is taught, not in whether it should be required. Any educationalist would tell you that there are no difficult courses, only bad teachers. Students fear mathematics because for decades, it has been taught without context, stripped of life and imagination. Many classrooms reduce it to formulas recited without understanding. The failure is in method, not in necessity. Instead of fixing the foundation, we are knocking down the pillar.

    Around the world, the trend is moving differently. Finland still integrates mathematics into creative disciplines. Singapore continues to make it central to its national curriculum. Both countries connect numbers to reasoning and design. They understand that critical thinking grows from both narrative and logic. Nigeria, meanwhile, seems to believe that creativity and reasoning should live apart.

    Okay, someone argued that in the UK, students drop mathematics after GCSEs (around age 16) if they wish to specialise in the arts. But seriously? Have you seen the education ranking of the UK recently? Do you want to study what is working in Finland (ranked No 1) and Netherlands and South Korea and China, or the UK?

    There are consequences to this thinking. Employers already lament the lack of analytical ability among graduates. Many can speak fluently but cannot reason sequentially. They struggle with basic data, cannot interpret graphs, and find it difficult to solve open-ended problems. These are not failures of intelligence. They are failures of structure. When we remove mathematics from education, we weaken that structure further.

    The irony is that mathematics already sits at the heart of art and society, often invisibly. In music, rhythm follows ratios. In literature, structure obeys logic. In architecture, beauty depends on balance and geometry. Even in politics, policy depends on data interpretation and probability. To say mathematics is irrelevant to the arts is to forget how deeply it lives in human creativity.

    In a way, this new reform captures a mood that has settled across parts of Nigerian life: the desire for quick fixes. If something is difficult, remove it. If standards are high, lower them. If the road is rough, take a shortcut. But the world does not reward shortcuts. It rewards preparation. A country that stops teaching its citizens how to think rigorously will eventually depend on others to do its thinking for it.

    Yes, there are thousands of students each year who fail mathematics and lose admission opportunities. That is tragic. But the solution is not to eliminate the subject. It is to rebuild how it is taught and how it is understood. Imagine if the same government poured effort into retraining teachers, providing better textbooks, and making mathematics relatable to real life. That would expand access without eroding standards.

    The government’s claim that this reform will add up to 300,000 new university admissions each year is bold. But admission is not education. If students enter ill-prepared to reason through complex questions, they will exit no wiser. Expansion is meaningless if it produces graduates who struggle to connect thought to evidence.

    This decision also risks widening inequality. Wealthier families will continue to teach mathematics privately. Their children will enter global conversations equipped with reasoning skills that poorer students were told they didn’t need. Over time, that gap will not be one of income, but of intellect.

    There is still time to reconsider. The government could hold consultations with students, teachers, education leaders, parents, and employers. It could separate genuine inclusion from misguided compassion. A better policy would ensure everyone learns mathematics in ways that reflect real life, not abstract fear. Because every nation that stopped taking mathematics seriously eventually found that its ability to innovate and compete started to decay.

    In 2023, UNESCO reported that numeracy and data reasoning are among the top 10 skills employers seek globally. The World Economic Forum’s Future of Jobs Report identified “analytical thinking” and “quantitative reasoning” as core skills that cut across all professions. Removing mathematics may open a door today, but it closes too many others tomorrow.

    When young people lose the discipline of structured thought, they lose the ability to build lasting things. And no society ever prospered by making it easier to think less.

    •Adeoti writes via  tosinjadeoti@gmail.com

  • FG drops mathematics requirement for arts, humanities admissions into tertiary institutions 

    FG drops mathematics requirement for arts, humanities admissions into tertiary institutions 

    The Federal Government has announced that Mathematics will no longer be a compulsory subject for students seeking admission into tertiary institutions to study Arts and Humanities-related courses.

    The new policy, unveiled on Tuesday by the Federal Ministry of Education, applies to entry requirements for universities, polytechnics, colleges of education, and Innovation Enterprise Institutions across the country.

    A statement signed by the ministry’s Director, Press and Public Relations, Folasade Boriowo, said that the revised National Guidelines for Entry Requirements into Nigerian Tertiary Institutions aim to eliminate unnecessary barriers while maintaining academic standards.

    Under the new framework, students seeking admission into Arts and Humanities programmes will only be required to present credits in relevant subjects, including English Language, while Mathematics will remain compulsory for Science, Technology, and Social Science disciplines.

    For the polytechnic level, candidates must obtain a minimum of four credit passes, including English Language for non-science courses and Mathematics for science-based programmes. Mathematics and English remain compulsory for candidates at the Higher National Diploma level.

    Similarly, the guidelines specify that for admission into Colleges of Education, English Language will be mandatory for Arts and Social Science courses, while Mathematics is required for Science, Vocational, and Technical programmes.

    The same requirements apply to Innovation Enterprise Academies (IEAs) as Polytechnics for the National Diploma (ND) program.

    The government also abolished the National Innovation Diploma (NID).

    In addition, the government said that the National Industrial Diploma (NID) previously issued by Innovation Enterprise Academies will be phased out and replaced with the National Diploma (ND) to ensure uniformity, credibility, and progression opportunities for graduates. 

    It added that the National Board for Technical Education (NBTE) was currently re-accrediting all IEAs nationwide to align with the new ND standards. Institutions that fail to transition to full accreditation will be de-accredited.

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    The Minister of Education, Dr. Tunji Alausa, said the move was part of efforts to expand access and create a more inclusive tertiary education system.

    According to him, the reform has become necessary after years of restricted access that left many qualified candidates unable to secure admission.

    “Every year, over two million candidates sit for the Unified Tertiary Matriculation Examination (UTME), yet only about 700,000 gain admission. This imbalance, he notes, is not due to a lack of ability but rather to outdated and overly stringent entry requirements that must give way to fairness and opportunity.

    “The reform is a deliberate effort to expand access to tertiary education, creating opportunities for additional 250,000 to 300,000 additional students to be admitted to our Tertiary Institutions each year. It reflects a firm commitment to ensuring that every Nigerian youth has a fair chance to learn, grow, and succeed, putting the Renewed Hope Agenda into action,” the statement said.

    It added: “The revised National Guidelines for Entry Requirements into Nigerian Tertiary Institutions are designed to remove barriers while maintaining academic standards. The new framework applies to universities, polytechnics, colleges of education, and Innovation Enterprise Academies (IEAs) across the country.

    The minister added that harmonising admission guidelines will help reduce the number of out-of-school youths, strengthen vocational and technical training, and align Nigeria’s tertiary education structure with global and industry standards.

    He reiterated that young people remain the heartbeat of the nation, and the government is committed to equipping them with the education and skills they need to reach their full potential and contribute meaningfully to national development.

    “The Federal Government remains steadfast in its commitment to inclusive education, human capital development, and youth empowerment in line with the Renewed Hope Agenda of President Bola Ahmed Tinubu,” the statement added.

  • My Journey Through Mathematics, Nuclear Research, and Computational Science 

    My Journey Through Mathematics, Nuclear Research, and Computational Science 

    Ing. Joshua Owolabi Adeleke, B.Sc. (Nigeria), M.Sc. (L’Aquila, Italy), M.Sc. (Brno, Czech) 

    Early Years: A Love for Mathematics and Science 

    Mathematics has always been central to my academic growth, shaping my understanding of complex phenomena. My two elder brothers, Mr. Femi and Mr. Wemimo, played a key role in nurturing my mathematical curiosity. Mr. Femi, then an undergraduate student of economics at Obafemi Awolowo University, Ile-Ife, introduced me to factorization techniques for solving quadratic equations while I was still in primary school. Mr. Wemimo, my immediate older brother, introduced me to operations in the binary number system when I was in my second year of junior high school. 

    Beyond my family’s influence, I was fortunate to learn under dedicated mathematics and physics educators. Mr. Gbenga Ajayi laid a strong foundation for my numerical reasoning in primary school. Mrs. Agbojo, my mathematics teacher in senior high school, strengthened my analytical abilities, while Mr. Femi Egunjobi, my senior high school physics teacher, further refined my problem-solving skills. Additionally, Mr. Joshua Oladipupo, a national service corps member teaching at my high school, introduced me to single-variable calculus, which sparked my interest in deeper mathematical exploration. 

    During my final year at Ajuwon High School, I attained the highest score in mathematics, although it was a closely contested tie with Barr. Tolani Onike (now a Ph.D. scholar in Boston with an academic affiliation with Harvard University) and Engr. Kay ode Awonugba (a distinguished DAAD scholar). This achievement fueled my ambition to pursue mathematics at an advanced level. 

    Graduate Studies and European Scholarship 

    I was awarded a prestigious European scholarship through the Inter-maths Consortium, enabling me to earn two master’s degrees in Mathematical Engineering: one from the University of L’Aquila, Italy, and another from the Institute of Mathematics, Brno University of Technology, Czech Republic. My studies were centered on partial differential equations (PDEs), stochastic processes, and mathematical modeling, providing a robust foundation for my current research. 

    During my time in Brno, I was supervised by Prof. Mgr. Pavel Rehak for my master’s thesis, which focused on the analysis of logistic maps in the context of chaotic systems and dynamical modeling. Among my peers at the Institute of Mathematics of Brno University of Technology, I achieved the highest thesis grade, reinforcing my commitment to mathematical research. Additionally, my study of Sobolev spaces and PDEs under Prof. Jan Francu was instrumental in shaping my current research direction. 

    Doctoral Research and Nuclear Science 

    Currently, I am in my third year of Ph.D. studies in Mathematics at Illinois Institute of Technology (IIT), United States. My research focuses on the existence and uniqueness of the Euler-Alignment equation in the unidirectional case. This equation is fundamental in modeling collective behaviors such as swarm robotics, fluid dynamics, and biological aggregation models. My work involves proving the theoretical properties that ensure these models remain well-posed, facilitating their application in computational simulations. 

    Following the completion of my second year of Ph.D. studies, I joined Los Alamos National Laboratory (LANL) in the summer of 2024. At LANL, I have been actively engaged in nuclear resonance analysis using R-matrix theory, a critical framework for studying particle interactions. Specifically, I have been exploring how machine learning (ML) methods, particularly Multilayer Perceptrons (MLP), can be integrated with nuclear data classification to enhance the precision of nuclear resonance spin identification. While my research is ongoing, I am investigating the integration of traditional R-matrix expansions with ML techniques to improve nuclear data interpretations, a field with significant implications for nuclear safety, reactor physics, and national security.                                                                                                                                  

    Upcoming Research at Argonne National Laboratory 

    Building on my experience at LANL, I will be joining Argonne National Laboratory in the summer of 2025, where I will contribute to research on spin scattering in Nano scale materials. This work aligns closely with my previous research in nuclear physics and machine learning, marking a new step toward integrating advanced mathematical modeling with computational simulations. The opportunity to conduct research at Argonne, a globally recognized institution in energy, materials science, and computational physics, strengthens my long-term goal of applying mathematics to modern scientific discoveries. 

    International Collaborations and Summer Schools 

    Beyond my formal research roles, I have participated in prestigious international summer schools and workshops that have broadened my expertise in computational mathematics, numerical methods, and energy applications: 

    • Green Computing Meets Green Energy (University of Lille, France) Fully funded by Simula Metropolitan Center for Digital Engineering, University of Stavanger, and the University of Lille. This program focused on high-performance computing (HPC) applications in sustainable energy, emphasizing machine learning-driven optimizations for renewable energy systems. 

    • Partial Differential Equations in Mathematical Physics and Applications (Lake Como School, Italy) 

    Sponsored by the Lake Como School of Advanced Studies, this program explored advanced PDE techniques in mathematical physics, with applications in quantum mechanics, wave equations, and computational modeling. 

    These experiences have allowed me to collaborate with top researchers across Europe and beyond. 

    Bridging Theory and Application 

    One of my defining goals has been to bridge pure mathematical theory with real world applications. Whether through my doctoral research on Euler-Alignment PDEs, my work in nuclear resonance classification, or my upcoming project at Argonne National Laboratory, my ambition remains to use mathematical modeling, computational science, and machine learning to solve complex problems in nuclear physics, materials science, and energy systems. 

    Looking ahead, I hope to contribute to shaping the next generation of mathematicians and scientists addressing some of the world’s most pressing challenges. 

  • How to foster equitable mathematics instruction, by expert

    How to foster equitable mathematics instruction, by expert

    An expert in Mathematics Education, Patrick Friday Obot has shared a transformative vision for fostering equitable mathematics instruction among learners.

    Obot spoke at the annual science teachers’ conference in Akwa Ibom. He outlined a strategy that emphasises tailoring mathematics tasks to fit the cultural and social contexts of the learners.

    He highlighted that most traditional mathematics tasks often fall short of meeting learners’ needs, noting that if a task does not reflect learners’ lived experiences, it risks becoming just another abstract exercise.

    In his presentation, Obot illustrated how equity in mathematics can be enhanced through thoughtful task design that draws from learners’ cultural and personal experiences.

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    Rather than presenting algebra or geometry as theoretical exercises, Obot suggests incorporating real-life scenarios familiar to students. “When we make mathematics tasks relevant, we’re building a bridge between students and the world they live in,” Obot explained.

    He pointed out that most traditional mathematics tasks often prioritise abstract principles over relatable scenarios, disconnecting many learners.

    According to Obot, this practice of revising tasks creates opportunities for learners to engage with mathematics meaningfully, bridging the gap between the classroom and the world around them.

  • St. Jude’s, Osyglad emerge Mathematics Day Quiz winners

    St. Jude’s, Osyglad emerge Mathematics Day Quiz winners

    Ose Brain Quest Foundation recently held an online Mathematics Competition to commemorate this year’s International Day of Mathematics/World Mathematics Day.

    According to the brain behind the foundation, Aiwanose Aidanmwosa, the virtual competition was held to encourage easy mastery of Essential Skills and Formulas for solving problems in Geometry particularly, and other branches of mathematics in general.

    About 300 students registered for both the junior and senior schools from both public and private schools across states.

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    The first stage tagged ‘International Day of Mathematics’ was held on Thursday March 14, 2024, with 29 pupils qualifying in the Senior Category, while 72 qualified for the Junior Category.

    The final stage tagged ‘World Mathematics Day’ was held on Saturday March 23, 2024, where Gabriella Ejimadu of St. Jude’s Private Secondary School, Festac emerged overall winner in the senior category.

    Ogboumah Ohiomokhai-Oghehne of Araromi Ilogbo Senior, Ilogbo and Munachi Ifeanyi Chizubelu of King’s High School, Satellite Town tied in the second position.

    The same scenario played out in the third place, where Chisom Ewuzie of Prince Charles International Secondary School, Apapa and Shanu Abdullah of Iworo Ajido Model College, Iworo, Badagry tied.

    In the Junior Category, Desolaoluwa Sipasi of Osyglad Comprehensive College, Oko Afo, emerged overall winner; he was followed by Chinonso Onwuka of King’s High School Satellite Town; while Adeneye Miracle of Satellite Junior Secondary School and Chigozie Oguejiofor of King’s High School tied in the third position.

  • Nigerian set international record for ‘longest mathematics lesson’

    Nigerian set international record for ‘longest mathematics lesson’

    A Physicist from Taraba State, Reken R. Maikama, has set a new record for the longest mathematics lesson ever recorded.

    The acknowledgment comes after a rigorous verification process of Maikama’s ACA-Tong attempt.

    Maikama’s feat was confirmed by the International Book of Records (IBR).

    Checks by The Nation shows the record was first achieved by Professor Suresh Babu in 2018.

    Babu, an Indian born on 31st May 1961, had organised a world record programme to create an awareness about mathematics to people.

    About 500 students, teachers, parents and villagers participated and took basic mathematics lessons in the 12-hour programme and set a record on 14th September 2018 at Municipal Town Hall, Varkala, Thiruvananthapuram, Kerala, covering a total of 15 chapters in the entire 12 hours sessions.

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    In December 2023, Makama embarked on the record for the Guinness Book of Records for being the first to attempt the ACA-Tong in the category of longest maths lesson.

    The 25-year-old conducted a 15-hour offline math class in which he covered 10 topics of mathematics.

    Confirming his feat, IBR in a mail said: “We feel overjoyed that your application for Application ID: “IBR17274” is successful and you are now the official Record Holder of the International Book of Records.

    “Your Record Holder Certificate will soon be delivered to your postal address.

    “At the International Book of Records, we take great care to evaluate every application we receive.

    “Before we accept or reject a new proposal, we always carry out specific research, we can require the expertise of an external consultant.”

    Reacting, the young physicist highlighted the emotional and technical challenges encountered along the way, emphasising his resolve with the motto, “Nothing must block our path.”

  • Folakemi Oloye: Studying mathematics helped my problem-solving skills

    Folakemi Oloye: Studying mathematics helped my problem-solving skills

    Folakemi Oloye is founder and creative director of Teal Harmony. The Interior designer, strategist, and developer talks about her inspiration, memorable moments, opportunities in the sector, and more.

    Tell us about life as an interior designer and CEO of Teal Harmony.

    Life as an interior designer is a very exciting one. From meeting people from different backgrounds, who have different expectations to interacting with different spaces, with their limitations, and best of all, the gazillion possibilities that exist with different materials, products, furniture, lighting, etc. You wake up and no two days are the same. It’s a career where you keep learning and this keeps your mind continuously active and excited about how to resolve the challenges that lie ahead.

    As the CEO of Teal Harmony, it’s always a balancing act of making the best decisions possible for the organization. As a female CEO, I rely a lot on my faith in God, my intuition, my team, and my data in decision-making. This means that I am intentional about who I spend time with, what I read, what activities I engage in, how I show up, and what I do. It’s being aware that I don’t just represent myself but all the people who have put their trust in the organisation.

    What inspires what you do?

    My faith, family, and friends are a great source of inspiration for me. The knowledge of their support, generous love, and kindness has been a propelling force for me. How they humor me with excitement because something excites me even though they don’t get it half the time, is just so kind.

    I must say that I am also greatly inspired by being a better version of myself, it means that there’s always an avenue to improve processes, relationships, businesses, profit, designs, or even a meal.

    Tell us about the memorable moments in the sector.

    The education of an interior designer is essential, however, the learnings from experience can never be overemphasized. I recall working on a commercial project in my early years as an interior designer. The design was fantastic when viewed on the computer but as we executed, we realized that our matte black tiles which was a good contrast for the product positioning, were a terrible choice for a retail store in Victoria Island Lagos, because every time people walked in, their shoes left footprints, which meant a cleaner had to always be on standby to keep the place pristine.

    If the same flooring had been used where all the environs were paved or tarred, the likelihood of footprints would have been minimized.

    Another memorable moment was in 2022 when we were invited to participate in an awards category in the world’s largest and most prestigious competition, The International Property Awards. It was a very tedious process and we didn’t see the e-mail until the last minute, so we were torn between participating or focusing on the amount of work we had to deliver. We decided to take the risk and it was a huge pleasure to find out we won the Award in the category of Residential Interior Private Residence for the African Property Awards 2022/2023.

    Read Also: Why govt must give mathematics teachers special role, by varsity don

    Winning this award was an acknowledgment of a job well done and a justification for all the hard work that we put in daily toward designing and delivering our projects.

    What are some of the challenges in the sector?

    The sector is filled with so many challenges. This includes the lack of regulations and enforcers the poor quality of materials and machines that have flooded the Nigerian market, the lack of power supply, and the expensive power alternatives, and sometimes, the structures are poorly built and finished. There’s also the interesting challenge of educating clients on what our roles are as interior designers/interior architects.

    Personally, the worst challenge for me, is that the sector is filled with poorly trained and untrained artisan who end up making projects more expensive due to their incompetence. The few well-trained ones are overwhelmed, which implies that project timelines are unduly extended.

    How has working in the sector influenced your life in general?

    Working in the sector has made me more creative and patient because, in my line of business, I encounter different kinds of clients with varying design tastes and service preferences. There is no one-size-fits-all approach when it comes to interior design. And I love it, as it keeps my team and me on our toes, and allows us to challenge ourselves creatively in every scenario.

    What are your memories working at WAVE Academy and how has it helped what you are doing now?

    Working at WAVE Academy has been a major reason for my success as an entrepreneur. I daresay, that if I had not worked at WAVE, Teal Harmony would have shut down within 3 years of operation. Working at WAVE taught me a lot about using data to make decisions, working with a lean team, creating structures, etc.

    In my role at WAVE Academy as Business Partnership Lead, I interacted with many business owners and entrepreneurs. This experience also taught me how I would like to run a company, and helped define what values I hold dear.

    Tell us about your experience after graduation as a Business Development Executive.  What are some of the lessons learned there?

    After spending about 10 years in Business Development, across different industries and organizations, here are some lessons learned: The first is that the client may not always be the buyer. It’s important to quickly know who can influence your preferred outcome and focus on that person. Secondly, whether B2B, B2C, or B2C2B, an individual is involved and that means relationships. Fostering relationships is essential to the growth of any business.

    Thirdly, listening is a developed skill, it makes all the difference. Also, the fourth is that the Cultural context is a must, especially in a country as diverse as Nigeria. You must know how to address different individuals based on their culture and religion.

    Finally, not all businesses are yours, the wrong client will cost you more money and you will end up firing the client.

    Let’s talk about the things you do as a strategist and developer.

    One thing I learned early on was the power of focus, the ability to pick an area of improvement and map out time to deal with it before moving on to another task. As a strategist, I look out for areas that need to be optimized, then I search for people with the competence to fix the space and create a strategic implementation plan. While we execute, we measure to see what works, needs improvement, or sometimes needs to be stopped.

    What would you describe as the turning point in your life and career?

    In my career, the turning point was when I received a salary increase which was not commiserate with the amount of work and the recognition I had received. I re-evaluated my choices and with conviction from God, I decided to become a full-time interior designer.

    In my life, the passing of my father made me aware of my relationships and it has helped me refocus on developing quality friendships

    You studied Mathematics at the University of Lagos.  How has this influenced your career and business?

    Studying mathematics helped my problem-solving skills. It taught me how to understand issues and what steps to take to get my desired results. Mathematics also taught me to be open-minded and gave me the knowledge that there are many ways to get the same results. It has helped me have the understanding to know when to focus on the process and when to focus on the result.

    What are some of the other things that occupy your time?

    My time is split between work, reading books, watching easy movies, spending time with friends, traveling and experiencing different cultures and cuisines, meeting new people, and working out as often as I can.

    Tell us about the people you admire.

    I admire quite several people, most of them women and my admiration is usually around different aspects of their lives. Some of the people I admire include Tony Elemelu, Mrs. Ifeyinwa Ighodalo, Mrs. Ibukun Awosika, Mrs. Olowude, Mrs. Owen Omogiafo, Mrs. Udo Okonjo, David Rockwell, Late, Rtd Col. Oloye, Kelly Hoppen, Beyonce Knowles.

    Tell us about some of the awards and recognitions in the past ten years. What do they mean to you?

    Some memorable awards include:  Luxury Lifestyle Award – Best Luxury Residential Interior Design,Laufen African Property Award Interior Design – Residential Interior Private Residence. Others include: Pan African International Award -African Most Outstanding Interior Design Company of The Year as well as the Africa & Arabia Property Awards 2022-23 -The Most Acclaimed Industry Award Throughout the Region.

    Awards and recognitions are awesome because it feels good to be appreciated for efforts made in the industry. It also serves as a source of encouragement to my team and me to work even harder.

    If you had to advise young people who want to come into the sector, what would you tell them?

    My advice to young people is to not be in a hurry to make a profit. Focus on making a name for yourself.  This requires character development. Also, look out for gaps in the industry and come up with creative ways to solve them. Creativity isn’t always complex.

    What are you looking forward to in the next few years?

    I am looking forward to a better Nigeria with our reputation restored and a country led by good leaders. I am also looking forward to entering the education space and the expansion plans for the Teal Harmony group of companies.

    What kind of books do you like to read?

    When I was younger, I read a lot of fiction but since starting Teal Harmony, my reading preference has evolved to reading self-development books, especially around areas of challenges and improvements. It is also a culture in Teal Harmony for us to read and review a book once a year.

    Who or what do you consider as the greatest influence in your life?

    My mother is one of my greatest influences, even though I don’t admit it as much. She has been one of my strongest advisers and as a serial entrepreneur. She has so much experience and can help me see things and opportunities from a different perspective.

    I also have a select number of friends who do life together with me and can ground me. These people have been very instrumental to my overall well-being.

    What are some of the changes that you would like to see in the sector?

    I know these words have been tossed around several times but it is still the main thing that we need as an industry and it is Collaboration.

    Collaboration in the sector and even in Nigeria is still in its infancy. We as a people as very focused on ownership and this affects how we go into opportunities. The world is changing and the ways people consume products and services are also changing. We are in an era of collaborative consumption and collaborative growth, and as a result; we must begin to see collaboration as a way to accelerate growth and revenue.

  • ‘How we make Mathematics interesting to pupils’

    Mathematics is one of the science subjects that many learners fear. However by making it fun and rewarding, Marketing Manager, Promasidor Nigeria Ltd, Abiodun Ayodeji said Cowbellpedia National Competition was increasing Maths disciples in Nigeria KOFOWOROLA BELO-OSAGIE reports.

    Marketing Manager, Promasidor Nigeria Ltd, Mr Abiodun Ayodeji has underscored the important role investments in science and innovation plays in national development.

    In an interview with The Nation, Ayodeji said investment in Science Technology Engineering and Mathematics (STEM) would promote innovation and stimulate interest in the sciences like Promasidor’s investment in Cowbellpedia has generated interest in Mathematics for the last 21 years.

    “No nation can truly develop without a conscious investment and effort in Science and Innovation, and Mathematics is the bedrock of these two. Mathematics promotes reasoning as it helps the mind to organise complicated situations or problems into clear, simple, and logical steps.

    “Experts also believe that since the foundation of science and technology, which is the basic requirement for the development of nations is Mathematics, the subject therefore plays a vital role not only in human development but also in nation building.

    “Also, you will agree with me that a lot of students have a phobia for this subject area and with the Cowbellpedia platform, we have been able to stimulate the interests of many students in Mathematics,” he said.

    By making mathematics fun, and rewarding winners with mouthwatering prizes, Ayodeji said the firm had been able to sustain interest in Mathematics.

    “The prize money some five or six years ago used to be N250,000 for the winners; now it is N2 million but prize money is not the overall thing, it’s about the impact that people are seeing with the students.

    “We even increased significantly the teachers’ prize money and along the way, we started rewarding from the first stage,” he said.

    Ayodeji said the interest the Cowbellpedia TV Quiz show had generated was such that registration for this year’s edition increased substantially.

    Student enrolment has been increasing on a yearly basis and in 2019, we have the highest in the history of the competition at over 56,000 students,” he said.

    Last year, to further improve the competition, Ayodeji said Promasidor invited foreign experts to teach participants and their teachers difficult areas of Mathematics.

    “Last year, in celebrating the 20th relationship between Cowbell Our Milk and Mathematics, we added some new dimensions to the Cowbellpedia initiative. We had the Cowbellpedia Academy in partnership with some foreign universities and Professors aimed at driving support and interest in Mathematics by exposing selected students and teachers across the country to various teaching and learning techniques in achieving, sustaining and managing academic feats especially in Mathematics,” he said.

    Apart from the quiz show, Ayodeji said Promasidor has some other digital products that pupils can use to learn mathematics.

    “Cowbellpedia has three major legs – Cowbellpedia Secondary Schools TV Quiz Show, Cowbellpedia Radio Maths Class which is a five minute class on radio; and Cowbellpedia Mobile App that can be downloaded on Google Play store on android devices and App Store on Apple devices,” he said.

    With many participating schools taking the competition seriously, Ayodeji said their performance in Cowbellpedia had become a selling point to attract parents and pupils to the school.  He added that teachers from high performing schools are also poached by others who wish to improve in the competition.

    He said: “Schools are using Cowbellpedia as an enrollment marketing tool. A school in Ota normally has a Cowbellpedia club and they recruit the best in JSS1. And they do exam almost on a daily basis. If you don’t measure up, you will go out and some others will come in. It is a bragging rights for the students too and members of club. They have extra classes just to be good and that is why you see they do very well when they come for the quiz. Some schools are already approaching their teachers that how can they do it, how can we do some of those things.”

    Cowbellpedia has produced many winners who Ayodeji said have done really well and even gained foreign scholarships.

    “In terms of high point, an example is Master Ayodeji Akinkuowo, the student that won in the senior category of maiden edition of the Cowbellpedia Secondary Schools Mathematics TV Quiz Show. He got a government scholarship to Russia to study aeronautic engineering. This was possible, because he made his life’s dream of becoming an aeronautic engineer known during the competition.

    “Another high point is Munachi Ernest-Eze who won the Junior Secondary School category in 2015. Two years later he won the Senior Secondary School category. It shows consistency.

    “The 2018 edition produced another hero in Faith Odunsi, a student of The Ambassador College, Ota Ogun State, who set a competition record in speed and accuracy by answering 19 questions in the “60 Seconds of Fame” segment to advance to the semi-finals in the junior category.

    “Faith’s feat shattered the record of 17 questions in that segment set in 2017 by Emmanuel Mebude, a student of Ogunlade Memorial Secondary School, Surulere, Lagos,” he said.