Math and me

The first thing I remember about math is being in Grade 1 and being the worst in my class at math. I was the only one who ever got homework and it was really discouraging. I remember the very few lessons where I actually finished the work in class and could play with my friends and being so excited and happy that I understood something. I guess my math progressed throughout elementary school, because the next distinct thing I remember is getting my first set of straight A’s in grade 7. I had a teacher in Grade 7 who had a math degree, and she taught us so well and I think that was the first time I felt good at math and like I understood it.

Moving on to high school, I kept getting better. I think the logic and reasoning needed in high school math really struck a chord with me and allowed me to excel. I got into math honours all through high school and took calculus and got top marks. I had several really amazing teachers who made math approachable and made me feel like I was really good at it. That confidence really helped me when I was picking courses for University.

In university, I originally took general studies which included a math class. I did so well in the math class, my teacher talked to me afterwards and suggested I think about doing a math degree. And then I did. I really enjoyed all the theoretical learning (except for topology) and especially classes I took in group theory. My first math teacher in university offered me a job running tutorial sessions for precalculus and I absolutely loved it. It helped me stay grounded and remember practical applications for what I was doing in my theoretical courses. It was a voluntary class, and I had students who wouldn’t miss a single one. I felt really confident running those tutorials, and I would go after class and do a bunch of homework because I just felt so energized and excited about math.

I then worked for an after school math program in Calgary after I graduated and taught Kindergarten and Grade 9. The Kindergarten class didn’t really want to learn math, and they were understandably tired after a long day at school. My grade 9 class was amazing. The students were smart and excited to learn, and didn’t get discouraged when they didn’t understand something. It was another amazing experience, and I would go home so happy that I could share my excitement about these topics. I know that teaching in schools won’t be the same as teaching at voluntary after school programs and tutorial sessions, but I think that if I can make students as excited as my teachers made me, I’ll be happy.