In this short article we will propose a simple process to spread mathematics interest, or at least, propose a way to discover or rediscover some widely used math notions. This concept will be transposed to internet media for the benefit of articles readers.

### Elements:

Decreasing interest of mathematics: __Studies directed by the OECD__ highlighted the fact that the global average of mathematical literacy tends to slowly decrease compared to the last decade. Mathematical literacy is defined in the Programme for International Student Assessment (PISA) as the capacity to identify, understand and engage in mathematics, and to make well-founded judgements about the role that mathematics plays in an individual’s current and future private life, occupational life, social life with peers and relatives, and life as a constructive, concerned and reflective citizen (__source__).

__Referring mathematical symbols__ (Wikipedia).

### Idea shot:

The main idea is to integrate little mathematical symbols in titles of articles to :

Shorten them.

Help the reader discover or rediscover mathematical symbols.

Spread basic mathematical knowledge to develop an interest in this science in a time where it tends to decrease.

Effectively, as we will see it in the examples, it could help shorten the titles of articles, and help spread basic mathematical knowledge. But mostly, this could rise the usefulness of such tools to new generations — who tends to reject mathematic utility.

The meaning of the used symbol should be then directly or indirectly explained in the article's abstract (as shown in the examples), to teach the reader — and to help him associate the symbol with its meaning.

### Examples:

The italics words are the ones that should be stated in the abstract to indirectly explain the meaning of the used symbol to the reader.

1. Consider this article title: Fires in Australia, *at least* three dead

This could become: Fires in Australia, dead ⩾ three, or Fires in Australia ⩾ three dead

With "⩾" that means "greater than or equal to". We could use other symbols to say, "greater than", "smaller than", etc.

2. Consider this other title: The Moon *does not belongs* to anyone

We could have: The Moon ∉ to anyone.

With "∉" that means "does not belongs to". We could use "∈" which means "belongs to" to state the contrary: The Moon ∈ to everyone.

3. With this title: It will be 7,5 Billions Euro *for each* new nuclear reactor.

This could be translated to: It will be 7,5 Billions Euro ∀ new nuclear reactor.

With "∀" that means "for each".

### Open to thoughts:

The underlying concept — teaching through internet content — could be applied to other field than mathematics and maybe even other medium (other than internet media).

It's up to you to explore it