The article discusses a high school student's experience navigating college admissions in Japan, particularly focusing on an unexpected element in the entrance exam process: the requirement to incorporate mathematics into an essay. The student, who had always felt constrained by the traditional labels of 'humanities' and 'sciences', found herself facing a mathematics-themed essay question during a critical recommendation-based admission exam.

During the university open campus event, the student was inspired by the notion that categorizing individuals into 'science' or 'humanities' types limits their potential. Aligning with this perspective, she aimed for a university that encourages broader learning and exploration outside typical academic boundaries. However, the unexpected math topic in the essay question, concerning the approximation of pi using rational numbers, tested her confidence and preparedness, revealing a disconnect between her aspirations and the realities of the entrance exams.

This highlights a bigger conversation around Japan's educational system and the Ministry of Education’s push to transcend the divide between humanities and sciences. By presenting a question that combines elements from both fields, the exam process reflects an evolving educational philosophy aimed at fostering interdisciplinary thinking among students, although it also raises concerns for those not equally comfortable with both disciplines.