Solving conundrum of future math success

But the 2008 Fudan University mathematics graduate did not enter gaming right away. He briefly worked in risk control at a State-owned bank before moving into game development, inspired by a mathematics alumnus in the industry.

"I was fascinated by the way he described game development. I enjoyed playing games myself, and creating virtual worlds through design and technology sounded exciting," said Mat.

In the early stage of his career, Mat focused on game systems and numerical design, building mathematical models for combat systems, in-game economies, and player progression.

"Game development teams were smaller and less specialized at that time. As a mathematics graduate, I was often responsible for anything related to numbers and formulas," he said.

His work involved translating gameplay rules into mathematical models, adjusting parameters and using programming tools to test different scenarios.

For Mat, the lasting value of mathematics lies less in specific formulas than in the way it trains people to approach problems.

"When dealing with complicated problems, it pushes you to make your assumptions clear and explain why a conclusion follows," he said.

"Mathematics research and competitions are paths that only a small number of people pursue. For most people, the value of mathematics lies in applying it to real problems, developing the ability to keep learning and understanding the patterns behind the world," he said.

Beyond medals

Yuan Yuan's 14-year-old son is in a science-track class at a leading secondary school in Shanghai. He began learning mathematics outside school in kindergarten and later performed strongly in competitions.

"At that time, I saw mathematics mainly as a way to help him enter better schools," said 40-year-old Yuan. "Medals, rankings and admission opportunities become visible indicators. It is easy for parents to equate being good at mathematics with winning competitions," she said.

But her perspective changed after her son entered the science-track class, surrounded by many highly capable students. "He realized that being good at math in his previous environment did not necessarily mean standing out here," said Yuan.

For Yuan's son, the transition was challenging. "A lot of the time, he could solve a problem only in the exact way he had learned it. Once the question changed slightly, he struggled to adapt," said Yuan.

His academic scores fluctuated, and his confidence was affected. "The boy who used to sit with a hard problem for an hour or two and light up when he cracked it stopped wanting to think that deeply, because the schoolwork just kept piling up," said Yuan, adding he started to question whether he was actually good at math.

As his school adjusted its competition program, his participation in competitions ended, and he now focuses more on broader math learning.

Yuan's experience reflects a broader debate among Chinese families over how early and seriously children should pursue mathematics.

The tutoring industry itself was reshaped in 2021, when the "double reduction" policy restricted for-profit, curriculum-based tutoring for students from kindergarten through ninth grade.

For more than a decade, Yan Lingling has observed changes in the education landscape, first as a math teacher at TAL Education Group and later as the founder of Factorial Excellence Training. One major shift she has witnessed is that families are beginning to plan mathematics education earlier than before.

"When I first entered the industry, most families started planning mathematics learning around Grade 1. Now some begin as early as kindergarten," said Yan.

Many parents judge mathematical potential through indicators, such as high exam scores, quick classroom responses or strong academic performances. But these signs do not always show whether a child can understand concepts deeply or solve problems independently, Yan said.

"If we look at future potential for advanced mathematics learning, early signs may include strong number sense and quick mathematical thinking. But as children grow, it is equally important to see whether they can understand concepts, solve problems independently and develop good learning habits," said Yan.

Beyond speed and immediate results, persistence also plays an important role.

Yan has also changed her view of how mathematical potential should be judged. Institutions often assess children by whether they have developed certain knowledge systems and problem-solving approaches. However, such assessments may also place children with fewer early learning opportunities at a disadvantage. A child who scores 70 or 80 in primary school mathematics, she said, may not lack ability, but may simply have had fewer opportunities for early guidance.

Parents' attitudes are also changing. "More families are becoming calmer. They are no longer simply pushing children to compete but are trying to match learning resources with their children's abilities," said Yan.

For parents whose children show no immediate strength in mathematics, Yan advises focusing on long-term development.

"Start with learning habits, take things step by step, provide resources that match the child's ability, and take a long-term view rather than expecting immediate results," she said.

Balanced approach

Xu Lu, an associate professor of probability theory and mathematical physics at the Gran Sasso Science Institute in Italy, experienced several educational pathways of Chinese mathematics.

He underwent competition training at No 2 High School of East China Normal University and studied mathematics at Peking University, followed by doctoral studies at the University of Tokyo and postdoctoral research at Paris Dauphine University.

Xu sees mathematics more as a way of understanding the world than a path to academic recognition. "Starting from a limited set of conditions and arriving at a definite conclusion through logical reasoning is deeply rewarding."

Encouraged by his parents and teachers as a young student, he explored increasingly challenging problems beyond regular coursework.

Like many competition students, Xu once hoped to enter Peking University through a recommended admissions pathway, but eventually made it through the gaokao. The experience taught him that goals and pathways are not always the same.

"The biggest difference is the nature of the task. Competition problems are carefully designed, with clear conditions and goals, while research is a much more open-ended process," said Xu.

Researchers must first consider whether a question is meaningful and worth pursuing, he said. "Sometimes the problem itself is not clearly defined, and the direction needs to be adjusted along the way," he said.

Xu believes aptitude for the subject should not be limited to ultimately becoming a mathematician. "Using mathematical methods to solve practical problems, building models, analyzing data and applying mathematics to other fields are also forms of mathematical ability," said Xu.

Competitions cannot measure qualities such as identifying meaningful questions, discovering new directions and remaining patient through uncertainty. "Whether someone is suitable for mathematical research cannot be judged only by competition results," he said.

While awards such as the Fields Medal represent some of the most visible achievements, Xu sees them as only one part of mathematical achievement.

"Breakthroughs and top awards are important, but they do not represent all forms of success. Developing useful theories, proposing meaningful questions, explaining existing ideas from new perspectives and helping the growth of future generations are also valuable contributions," said Xu.

He believes mathematical training makes people pay more attention to evidence, question assumptions and consider whether a conclusion truly follows from its conditions.

"Whether someone is suited to mathematics should never be treated as a one-time judgment. A person who continues exploring questions, adjusts their thinking over time and gains genuine satisfaction from the process is often the one who can go further," said Xu.

Contact the writer at sunnyu923@163.com