**Why Do People Find Math Difficult?****How Can We Make Mathematics "Easier"?****Is Mathematics the Language of AI? What Is the Connection Between the Two?****How Is Math Taught Within Generation AI?**

"I fell in love with mathematics at an early age, though, like many children, I cannot quite explain why"

Here is how Khatchig-Hrag Derjian, Math working group leading expert of Generation AI High School project and mathematics educator describes his love for mathematics. Born in Lebanon, he graduated from Hamazkayin's Melankton and Haig Arslanian Seminary and earned his MA in Mathematics Education and a BS in Mathematics from the American University of Beirut. Since 2023, he has led the work of the expert group developing the content of the Advanced Algebra within the Generation AI High School project.

*"I chose mathematics education because it was a different world—one that included mathematics, which I love, children, whom I love, and social sciences like philosophy and psychology. It was the perfect interdisciplinary choice, and I've never regretted it. Alongside mathematics, I'm also deeply interested in art and culture, and I often find connections between them and math. My favorite activities, like playing the violin and theater acting, may have influenced my decision not to pursue pure mathematics."*

**Is Mathematics the Queen of Sciences? The True Beauty of Math**

Beyond definitions, I adhere to the principle of renowned mathematician Georg Cantor: "The essence of mathematics lies in its freedom." To me, this is the most fascinating aspect of mathematics: it serves as a form of self-expression and a concept that not only develops our logic but also enhances our problem-solving skills.

As a science, mathematics, when viewed in conjunction with other fields, reveals its true beauty and power. It crosses many disciplines: economics, physics . . . with that interdisciplinary connection becoming really applied, essential and tangible for real life. At the same time, we must acknowledge the significant role mathematics plays in shaping numerous branches of science.

However, mathematics derives its universality not only from its widespread applications but also, and perhaps more importantly, from its genealogy:

**Is mathematics invented or discovered?****If it's human-created, why is it so prevalent in nature?****If it originally existed in nature, how has it become so tailored to our needs?**

This is where the perception of mathematics as a universal language starts to take shape. While I cannot definitively say to what extent the universality of mathematics can be conveyed in schools, its philosophical and historical significance should be taught alongside its practical applications. Mathematics encompasses aesthetics, history, evolution, internationalism, and universality—values that are just as essential as its other components.

**Why Do People Find Math Difficult?**

The notion that mathematics is difficult is a stereotype we frequently encounter, especially at the school level. This perception is often reinforced from both sides. On one hand, it stems from mathematicians or teachers who believe that presenting their theories or methods in a complicated way makes them seem more "mathematical." However, I’m convinced that even the most complex mathematical principles can be communicated clearly and accessibly, without being "privatized." The other part of the responsibility falls on the public domain. This is where we see a psychological phenomenon called **"math anxiety,"**where people fear they won't be able to succeed and begin to view math as difficult or uncomfortable.

**How Can We Make Mathematics "Easier"?**

Mathematics is a right that should be democratized and made accessible to everyone. In this sense, it is important to consider։

**Mathematics education։**It is a distinct field, it is neither a separate pedagogy nor mathematics alone. A skilled mathematician may not necessarily be a good educator, and vice versa. If the subject isn’t presented in an engaging way for students, it’s natural that they won’t show interest.**Prevent the deepening of stereotypes։**My observations suggest that individuals' attitudes toward math often correlate with their perceived proficiency. There’s often no other reason for their feelings toward the subject. It is also crucial to demonstrate to the student the connection between mathematics and real life; they need to see a future within the field and understand where it will be applied. The principle of Cantor’s freedom applies here as well: students should not memorize any principle without understanding its purpose.

**The “Global Decline” in Math: What’s Causing Grades to Drop?**