Ngu Elarine, Cameroon’s maths genius on how to kill our ‘maths-phobia’

By Hans Ngala

Ngu Elarine is a graduate in mathematics from the University of Buea in Cameroon. The 27-year-old and mother of two shot to fame after graduating at the top of her class with an MSc in mathematics.

She spoke with CNA’s Hans Ngala, explaining her journey and why she thinks most Cameroonian students and pupils view maths as a ‘difficult’ subject and proposed ways the subject can be made more appealing to Cameroonian learners as well as the practical uses of mathematics in daily life.

Some parts of the interview have been edited for space and clarity.

1. What was the name of your secondary school?

I attended Government Bilingual High School (GBHS) Etoug-Ebe in Yaounde, where I obtained my G.C.E Ordinary and Advanced Levels.

2. Please talk a little about your journey to the University of Buea and the challenges you faced.

After I obtained my Bachelor of Science (BSc) degree in Mathematics and Statistics from the University of Bamenda in 2018, I took a little break from the educational train to build my family (I am a wife and a mother of 2 now). Three years later, that’s in 2021, my husband said it was time I picked up from where I had ended my studies and that’s how we did some research and applied to the MSc program at the University of Buea. To be honest, the first few months were the most challenging because I had been out of the university for a while. I needed extra effort to re-integrate into academia. I mean attending lectures from 7 a.m. to 3 p.m. and carrying out research to be able to solve, type, and submit tons of assignments within strict deadlines were all very demanding for me. Equally managing studies and family was not a walk in the park. With time I adapted to the study system, and with the help of my husband, I could also strike a favourable balance between studies and family.

3.How were you identified out of hundreds of students as the best in mathematics?

The University of Buea operates with the graded point average (G.P.A) system of ranking and at the end of each program, a cumulative G.P.A (C.G.P.A) is calculated on a scale of 4. In the Mathematics Department, I had the highest C.G.P.A of 3.93/4, making me the best-graduating mathematics student in the class of 2023.

4.What branch of mathematics is most interesting to you?

I have always been fascinated by mathematics as a whole, but during my Master’s program, I developed a keen interest in Mathematical Biology and Ecology because of its applicability in modeling, analyzing, and proposing solutions to real-world problems, especially in the health sector. This inspired me to carry out my MSc. research on Human Behavioural Dynamics due to its potential applications to communicable disease management and control – another example of how broadly the field of mathematics affects our lives.

5. Why do you feel that most Cameroonian students find maths to be difficult?

In Cameroon, learners right from primary school have the belief that maths is difficult, and with this mindset, they do not even put in any effort to understand the subject. It is so common to hear even a primary school pupil saying “Maths is difficult” or “I don’t like Maths” and as a maths teacher, I feel sad when I hear this.  Mathematics, just like every other subject requires discipline, focus, determination, and practice to understand it, but above all other subjects, mathematics is a mother subject because everywhere you go, you would find figures and numbers. A mind shift is therefore primordial in ‘killing’ this “maths-phobia” because the first thing is to believe you can do something and then you will.

6- What are some of the practical ways in which mathematics affects our lives?

Mathematics is a fundamental part of our daily lives – from counting to measuring, to more complex calculations. Using mathematics, we can identify relationships, comprehend patterns, and make predictions. It helps us carry out a variety of important daily tasks. Mathematics plays a crucial role in managing money; construction works; cooking and baking; navigation and travel (such as in ships and airplanes); and technology and engineering, just to name a few. Mathematics and its benefits have an unending number of advantages and uses. This brings us to understand how important it is to learn it from an early age. There are some programs in higher institutions of learning to which one cannot be admitted without G.C.E. Ordinary Level mathematics.

7- Where do you want to see your mathematics career 5 years from now?

It is my dream to change the narrative among the younger generation about mathematics being a “myth”.  I have begun this journey by creating a YouTube channel (https://www.youtube.com/@MATHSWITHELA) and a Facebook page named Maths With Ela, through which I promote my love for mathematics by giving free maths lessons in a simplified manner. Through Maths With Ela, we equally organize outreach programs to share study materials with students mostly in remote areas where the misconception about maths is highest. In five years to come, I envisage myself as an international mathematics/STEM literacy advocate impacting young people across Africa. I believe have a lot more to achieve soon and with the availability of resources and by the grace of God, I shall cancel the misconceptions and empower our youths. I am thus open to support, opportunities, and collaborations because this needs collective effort.

8- You mentioned a lot that it was the boys in your secondary school who paid attention, do you think there is a tendency to sideline girls in maths classes and if so, how can schools address this?

Well, I wouldn’t say girls were intentionally sidelined per se, but I believe there is a divide caused by notions like ‘Maths is for the boy child’. This brings me to another slang which is quite common still: “Maths is for nerds” and most girls don’t want to identify themselves as nerds. Also, most mathematics teachers are men and the girls do not easily identify with them. Another tendency (though on the decline) is that in most maths lesson examples, exercises, and textbooks, STEM (science, technology, economics, and mathematics) -related occupations were associated with the pronoun ‘he’. This passes across a couched message that maths is only for boys. To me, we should change the narrative and encourage girls to develop an interest in maths and other STEM fields.

9- At an individual level, how can families demystify maths in the minds of kids? That is, what practical things can parents do to help make maths more ‘realistic’ and not so abstract as is often the case?

First and foremost, anyone should avoid saying “Mathematics is difficult”. Children generally look up to their parents, guardians, or any elderly person around them and when any of those people whom the child views subconsciously as a teacher says something is difficult, the child’s mind is already conditioned that the thing is indeed difficult. Rather the child should be encouraged to discover and appreciate the various aspects and applications of maths right from the basic level reading the time on a clock, making purchases and ensuring they are not cheated, estimating proportions of recipes in meals, and so on. As they grow older we need to inform them about the doors mathematics can open in life. Just encourage them and the results will be visible.

10- Do you believe that corporal punishment in schools has a role in scaring students from calculations and maths generally?

A child who has the zeal and determination to study mathematics will not be scared away from the subject just because of corporal punishment. However, children are generally scared of corporal punishment and for a subject like mathematics which is so universal, yet students shy away from it; I would recommend alternatives such as positive behavior incentives, mediation, peer-to-peer counseling, community service, and other interventions to nurture in them a love and passion for mathematics.