Should people learn maths until they are 18?

Many argue that teaching maths until the end of high school would allow broader education and career options, a more competitive economy, and transferable skills. With many high schoolers not knowing what they would like to do after school, math can be seen as a good assurance.

Careers and degrees - Many students are unaware of how many degrees and jobs require competence in maths. Almost all hard science subjects and even some social science ones necessitate some understanding of mathematical thinking and operations. Now that the information age is booming with automation, AI and the use of data, the prevalence of knowing maths is becoming more crucial. Thus, keeping maths education until 18 prepares all students to be ready for current and future careers.

Maths is more than just calculations

Competitiveness - The UK can be seen as out of step with other countries regarding the proportion of students studying maths and global rankings of mathematical abilities. Alongside the damaged state of government services and economic growth recently, building competitiveness through maths could be a future step in recovering Britain’s economic power. By implementing the study of maths until 18, England can become more competitive not only with other countries but also increase economic growth at home. 

Teaches life skills - Maths is more than just calculations. It can be seen to improve cognitive functioning and logical thinking skills. In all aspects of life, humans need to reason and deduce solutions from analysing problems, both skills that maths offers great practice for students.

While there is reason to teach maths until the age of 18, the skills learned are not exclusive to maths and are not as transferable to professional and personal aspects of students’ future lives. Additionally, issues with low national maths performance may be related to poor teaching rather than missing two years of education.

Skills learnt are not exclusive - Many cognitive benefits and skills learnt are not exclusive to Maths. Logical thinking can be taught through other sciences, and analysis skills can be easily obtained from essay-based subjects such as History. Maths not being compulsory does not necessarily make students less ready for their careers and other future life scenarios.

Many cognitive benefits and skills learnt are not exclusive to Maths

Non-transferable skills - Maths’ somewhat universal need can be contested with some of its non-transferable skills. For those students who are going towards the arts or trying to apply maths in a non-traditional manner (such as personal financing), the maths at school would actually hinder their ability to pursue their areas of interest.

Poor teaching - The country's failure to keep up globally and learn the relevant skills in maths could have more to do with the quality of maths education rather than the teaching of it. Ever since Covid, coupled with a shortage of teachers, maths education before high school has taken a hit. The implications of lower-quality education will cascade up to high school. So, if maths skills need to be further engrained in students, the issues also lie further down the education latter than just past 16.