Charlotte Muritala, a 9-year-old Nigerian maths enthusiast, is using TikTok to teach algebra, fractions and other topics to young learners

Charlotte Muritala, a nine-year-old JSS2 student from Ofa, Kwara State, is attracting attention for turning TikTok into an informal mathematics classroom where she teaches other children algebra, fractions and other mathematical concepts.

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Armed with a whiteboard, marker and smartphone, Charlotte works through mathematical problems in short lessons designed to make difficult questions easier to understand.

Her interest in numbers began when she was about five years old. What started as a childhood fascination has gradually developed into a remarkable enthusiasm for learning and explaining mathematics to others.

“I started liking mathematics since when I was small. I love mathematics because I enjoy numbers,” Charlotte said in an interview with Channels Television.

Her approach to difficult questions is straightforward. Instead of becoming overwhelmed by a complicated problem, Charlotte breaks it into smaller sections and works through each part.

“First, I like breaking them into small part. That makes it easier for me. So I break it into small part, then I solve it,” she explained.

When one method does not produce the answer she expects, Charlotte said she tries another approach rather than abandoning the problem.

“Once I start solving the hard problem, if I am not getting it, I will go and choose the best method and start solving it step by step.”

That persistence appears to be central to how she understands the subject.

For Charlotte, mathematics is not simply a school requirement. It is something she genuinely enjoys.

“Mathematics is fun for me. Some questions are hard, but I like solving them,” she said.

Her online lessons cover subjects including algebra, fractions, cross multiplication and lowest common multiple. Her videos have helped transform an ordinary smartphone setup into a small but increasingly noticed educational platform.

Charlotte’s mother has also played an important role in the project.

The young student said her mother created the platform that allows her to share her knowledge with other children.

“My mum created another platform for me to share what I know to other children. I feel very happy and proud of myself,” Charlotte said.

Her father, meanwhile, described a child whose curiosity extends well beyond the classroom.

“She’s always with mathematics. Every time, she’s always learning, reading every time,” he said.

But he was equally keen to preserve the ordinary side of Charlotte’s childhood.

“So she’s a child and she’s still nine years old. Sometimes she plays, but when it comes to reading, she doesn’t joke with it,” he said.

That balance is significant. Charlotte’s growing visibility online may be unusual for a child her age, but her parents’ comments suggest that her academic interest exists alongside the normal routines and pleasures of childhood.

Her mathematics teacher has also praised her ability and enthusiasm.

The teacher described Charlotte as an exceptional student with a strong passion for solving mathematical problems and called for greater support for children who demonstrate outstanding academic abilities.

“If you want students to have interest in mathematics, secure the services of qualified teachers, give them scholarships and proper funding,” the teacher said.

The call goes beyond Charlotte’s individual achievement. Nigeria has a large population of young learners whose abilities can easily go unnoticed when schools lack adequate resources, specialist teachers or opportunities for enrichment.

Charlotte’s story therefore offers a striking example of what can happen when a child’s interest is encouraged and given an outlet.

It also illustrates a less familiar side of TikTok, a platform often associated primarily with entertainment. In Charlotte’s case, the same technology has become a space for teaching, practising and sharing knowledge.

Her emergence online has attracted attention from Nigerians on social media, with Channels Television’s feature on the young mathematics enthusiast generating significant engagement.

Still, the enthusiasm surrounding Charlotte should be balanced with care.

Some reports and social-media users have described her as a “maths genius”. While the label captures the public excitement around her ability, there is no evidence in the available reports of a formal assessment establishing her as a mathematical prodigy.

What is clear is that Charlotte is a highly motivated nine-year-old who has developed an unusually strong interest in mathematics and enjoys teaching what she knows.

Her story also comes at a time when educators and parents continue to explore how digital platforms can be used constructively by young people.

For Charlotte, the motivation appears simple: she likes numbers, enjoys solving problems and wants other children to find mathematics less intimidating.

Her message to children who struggle with the subject is equally uncomplicated.

“My advice to them is to never give up. They should keep practising every day and don’t be afraid of mistakes,” she said.

There is something refreshingly practical about that advice.

Charlotte does not present mathematics as a subject reserved for children who find every answer immediately.

Instead, her own method is built around patience, breaking problems down and trying again when the first approach fails.

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At nine, she is still a pupil herself. Yet with a whiteboard, a marker and the encouragement of her family, Charlotte Muritala is showing how curiosity can travel beyond the classroom and reach other young learners through a phone screen.