At a time when social media is often associated with entertainment, trends and viral challenges, nine-year-old Charlotte Muritala is using the same platforms to promote something very different: mathematics.
The young Nigerian, from Offa, Kwara State, has turned her TikTok account into a virtual mathematics classroom, where she explains mathematical concepts in simple, step-by-step lessons. Her videos, which are watched by thousands of people, have drawn attention to the potential of social media as a tool for learning.
Charlotte, who is a Junior Secondary School 2 (JSS 2) student, has built a growing audience through her educational videos on TikTok, where she uses a whiteboard, a black marker and a smartphone mounted on a tripod to teach.
Her approach is simple. She writes out mathematical problems on the whiteboard, explains each stage of the solution and guides viewers through the process rather than simply providing the final answer.
Her TikTok account, @9charlotte3, has attracted more than 67,000 followers and close to half a million likes, according to the profile highlighted in a recent Channels Television report.
Making difficult mathematics easier
Charlotte’s lessons cover topics that many students often find challenging, including algebraic fractions, linear equations and geometry.
In her lessons on algebraic fractions, for example, she explains how to work with variables, simplify expressions and solve equations involving fractions. Her videos on linear equations demonstrate how to work with unknown values such as x and y, including equations involving brackets.
She also teaches aspects of geometry, explaining angles, shapes and related mathematical principles in a way that allows viewers to follow the reasoning behind each answer.
Rather than presenting mathematics as a collection of formulas to memorise, Charlotte focuses on the steps required to arrive at a solution.
Her interest in mathematics, according to accounts from her family, began at an early age. She reportedly developed a strong fascination with numbers when she was about five years old.
That early interest has since developed into a passion that she now shares with a much wider audience through social media.
A simple classroom with a growing audience
Charlotte’s story also demonstrates that educational content does not necessarily require an expensive production setup.
Her home classroom is modest: a whiteboard, a marker, a smartphone and a tripod are enough to produce the lessons that have helped her build a sizeable online following.
The simplicity of the setup contrasts with the reach of the content. From her home in Kwara State, Charlotte can explain a mathematical problem to viewers far beyond her immediate school environment.
Her story therefore reflects a wider opportunity presented by digital platforms. With the right guidance and content, social media can serve not only as a source of entertainment but also as an informal classroom.
The role of parents and teachers
Charlotte’s online presence also comes with adult supervision.
Her father plays an active role in managing her online activities, including overseeing her recordings and monitoring interactions on the account. This is particularly important given her age and the risks associated with children’s exposure to public social media platforms.
Her teachers also provide academic support by monitoring her progress and helping to ensure that her educational development remains a priority.
The combination of parental supervision and school support provides an important framework for Charlotte’s online activities, allowing her to share her knowledge while continuing her own education.
Changing the perception of mathematics
Beyond the numbers and equations, Charlotte’s growing platform carries a broader message about how children can approach STEM subjects.
Mathematics is often regarded by students as difficult or intimidating. Charlotte’s lessons offer a different perspective: that difficult problems can become easier when they are broken down into manageable steps and practised consistently.
Her method is also a reminder that making mistakes is part of learning. Instead of presenting mathematics as something that must always be answered correctly at the first attempt, she demonstrates the process of working through a problem.
At just nine years old, Charlotte is therefore doing more than solving equations on a whiteboard. She is showing how young people can use digital platforms to share knowledge, encourage their peers and make learning more accessible.
Her journey from a young girl fascinated by numbers to a social media mathematics tutor also highlights an important possibility for education in Africa: the classroom is no longer limited to four walls. With a smartphone, a willing learner and the right guidance, lessons can travel much further.
EduTimes Africa, a product of Education Times Africa, is a magazine publication that aims to lend its support to close the yawning gap in Africa's educational development.