Math Autobiography

For the past three years of my high school career, and now my fourth, I have made it an obligation to continually expand my horizons in regards to math; when I cannot fully grasp an idea or concept, rather than giving up, I relentlessly pursue the idea until it is understood. During freshman year, math did not come easily to me. I was forced to go in early some days because, simply, I did not comprehend the concepts. However, taking initiative with my school work, and constantly working through problems that were difficult can be deemed one of the best decisions I have made. Although my final grade may not have been an

Being the oldest of four children, it was always hard me to learn things fast. My parents weren’t able to help me with schoolwork because they both dropped out of school at a very young age. As I entered high school, I was terrified of all the hard classes I would be taking. Although I am not the best in every subject, a topic in which I have excelled in is Mathematics.

In the other hand, I was failing math because unlike all the other students, I am not the fastest learner. I would always get confused with the structure and format of the question. For instance, fractions, decimals, and word problems would confuse me . I wasn’t very good with solving any of that so I knew I had to start attending tutoring. I had very good help from the students at Loma Linda University. They taught me an easier way to solve any problem, and that caused my test scores to increase. I can pass that class with no problem now. That

Furthermore, I started working on Algebra 2 problems which were a little more tedious than the ones from the other class, yet, they still entertained me. After a couple of weeks in that class, the teacher approached me and asked me if I would like to try a more challenging class; AP Math. I saw it as a good challenge and gave it a chance. Now that didn’t turn out as I expected. The teacher was from a foreign country and had a terrible accent. As a result, I couldn’t understand anything. I felt lost from the moment she started talking to that end I couldn’t follow. I was trying to learn English and had enough with my other classes. I didn’t want my favorite class to become stressful, so I decided to go back to Algebra 2. The teacher welcomed

After all, math was one of my best subjects. I had never really had an experience where I just couldn't understand the concept of a math problem, of how it was solved and why. Our teachers has warned us back in elementary school, that one day we would hit an invisible wall and not ease through classes. That one day we would struggle with understanding a problem, a concept or even a subject. I had never believed them, thinking this would never happen to me, that I could somehow avoid this wall of confusion and just walk right through. But there I was, utterly confused and frustrated at a simple problem that everyone else could solve. Why was I not seeing it? Why couldn't I understand the solution? I asked myself. For the first time in my life I really struggled to get an A in a class. I had my sister tutor me almost every day, preparing for a quiz and then the next, and the next. I came in to my teacher for lunch and he helped me step by step. I studied for tests, and worked hard. And my work payed off. I got a high A in the course, and a lot of experience from it. It taught me how to work hard for something, to earn a good grade when you deserve it, and it gave me the skills I needed to get As in the high school classes I am taking this

Answers are not provided but assistance in learning the correct steps is provided. Navigating to this resource is easy to do- after the student logs into their online account; a student needs to navigate to “Library” and then “Center for Mathematics Excellence.” Within this resource, there are several tools that are very beneficial for a current or soon to be math student.

In high school, I struggled with both math and physics. Between the two, physics was more challenging for me than math. When my father realized I was failing both subjects (with flying colors) he immediately hired a tutor for me. Prior to getting help, I spent a lot of time in circles trying to figure out one question after another. For some reason I could not get the hang of physics. I started to feel embarrassed about not know how to solve my math and physics problems when I realized that one of my closest girlfriend was doing well in both subjects. After taking a quiz, I would hide my grade from my classmates because I was so embarrassed about it. When my father received my first quarter report card he was very disappointed

Towards the end of middle school I took a placement test to determine where I would start my math classes at high school. After failing most of it I realized that, unlike myself, many of my future fellow classmates had already been exposed to algebra in middle school. I hated the feeling of starting off behind and that summer I was determined to learn Algebra 1 on my own. I borrowed a few textbooks from the library and plowed through a pile of workbooks that I bought at my neighborhood independent education bookstore in San Francisco, which sadly no longer exists today. I was placed in Algebra 1 when freshman year started. It became clear to my teacher at the time, who had started using my worksheets as the answer keys, that I should be

I believe in fighting for your goals and aspirations, and not waiting for things to be given to you. Beginning from day one, the expectations for me have always been straight A’s. This expectation had been fulfilled all throughout elementary school, and junior high without a problem, but as high school rolled around, I noticed I began to struggle with a certain subject. Math had always been my favorite subject, and usually came easy to me. My eighth grade math teacher was very organized and provided us with thorough and descriptive notes daily. I seldom struggled, and if I did, I simply reread the notes and raised my hand. However, my new algebra teacher had a different method of teaching that I wasn’t accustomed to. We rarely took notes, our ‘notes’ were primarily examples, and she was very disorganized. Realizing that math was going to be slightly more difficult this

After my first test in the class had not gone as well as I had hoped, I asked the teacher for help, and he helped as well as he could, but my brain just could not comprehend everything he tried to explain to me. I continued to struggle through the semester, and that resulted in a non-passing grade. After this failed attempt at the class, I decided to take time away from algebra. In doing this, I realized that my first attempt at college algebra was a failure because of my mental illness. I had not realized it at the time, but I was depressed at the time I was taking the class, and this is what had caused me to be unable to understand the material

In my sixth grade year I had a teacher named Mrs. Lambert. She was a great teacher and friend. Close to the end of the year we took an advanced math test to see how much we’ve learned. Unfortunately I wasn’t present the day the rest of my classmates took the test. The next day, my teacher was explaining to me that I had to take the test and so I did. When I received the test I quickly rushed through it. It wasn’t that I was being lazy. It was more that I already knew the material. When I was finished I was sure that I had done a great job. My teacher had told me that if the whole class got a good great then we were eligible for a prize. Then, my testing teacher told her that I didn’t use the rubric or the formula sheet. My home class teacher

Despite arithmetic being one of my weaker subjects, I took honors pre-calculus sophomore year in hopes of improving my math skills. However, I lacked motivation to work hard and my grades weren’t very good. Academic advisors at College Track, the program I joined in 9th grade to help me realize my dream of attending college, pushed me to come in twice a week for tutoring. I annoyed the mentor I was assigned to by going off topic or trying to leave early. As the semester neared its end, I felt a desperation to raise my grade. I realized that I needed to take advantage of my mentor, so I began to ask questions instead of endlessly nodding and pretending to understand the difficult concepts. He taught me to break down complicated questions into

So freshman algebra rolled around and I loved it. After two weeks in the class I was three and one half chapters ahead of the teacher. He would only assign the odd problems for homework, but I’d do them all. Geometry was even cooler. But thinking back, not one of the teachers even commended me for doing so well. My father noticed I was good at it, but I thought he had to tell me I was good; he was my father.

In junior High School, things started to turn around for me. Although I was still placed in lower level classes, I developed a love for learning. In the years to come from Junior High to High School, I had a strong urge to make up for lost time. One class I started to excel in was the one I used to have the most trouble with, Mathematics. It seemed as though the once boring and complex equations now seemed meaningful and simple. As I progressed into 8th grade, I was able to advance to normal classes. I felt that the hard work I put in was finally paying of. At this point, I felt that I could handle a higher level. At the end of 8th grade, I took the necessary procedures and tests to try and get into honor - level courses in 9th grade. After taking a summer course of Algebra 1 and several tests I was able to succeed and take the classes. The experience was great. I felt that I was finally going the right direction

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