• People who support voluntary maths education believe that students differ in their ability to benefit from the subject. The study of advanced mathematics creates obstacles for those who wish to work in creative fields, such as art, design, writing, and social sciences.

Mathematics has been an essential component of Kenyan academic learning for decades because schools do not permit exceptions to this requirement. The education system forces students to learn mathematical areas during their time in school.

However, in Kenya, the pioneer class of the Competency Based Curriculum (CBC), who are set to transition to senior school in 2026, will no longer study mathematics as a compulsory subject. This follows an announcement by the Basic Education Principal Secretary Belio Kipsang on Thursday, March 13, 2025, that Grade 9 learners, the pioneer CBC class, will begin selecting their subjects and senior schools in the second term of this year.

The PS said that the learners will take up career pathways of their choice from grade 10.

People who support voluntary maths education believe that students differ in their ability to benefit from the subject. The study of advanced mathematics creates obstacles for those who wish to work in creative fields, such as art, design, writing, and social sciences. Most students distance themselves from complicated mathematical functions because they fail to detect ways that calculus will be relevant to their future work.

According to educators and economists, understanding numbers is essential for dealing with contemporary challenges of the world. All people need to understand basic mathematics because this knowledge helps them manage their finances and interpret numerical information in the media.

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The educational framework of Finland conducts research-based experiments to enhance their instructional formats. Students study subjects aligned with their expertise areas while serving their professional targets. Research documents demonstrate how this educational approach yields high marks in education while students develop greater satisfaction levels.

Mathematics should become specialized when students complete essential numeracy training, yet students can choose whether they study mathematics. The reasons for keeping mathematics as a mandatory subject remain ambiguous since dropping it might result in workforce-unprepared graduates.

A fundamental educational discussion about mathematics education exists because educators need to decide how to balance standardized subjects with personalized learning opportunities in school curricula. Teachers should grant students control over personal strengths and dreams for education to succeed in the future rather than stick to conventional standards.