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Walden University *
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Mathematics
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Nov 24, 2024
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docx
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1
My Journey through the World of Mathematics
Student Name
Course Name
Institution
Professor
Date of Submission
2
My Journey through the World of Mathematics
Mathematics has always been a subject of fascination and fear for many, including
myself. In my mathematics autobiography, I will examine how my previous experiences with the
subject shaped my educational career. This is especially in my confidence in learning. I will
explain about how I feel about mathematics at the elementary level and at the higher levels. In
addition, I will explain the impact of numerous experiences and mentors who have shaped my
mathematical path.
Elementary School Mathematics
My mathematical adventure started in primary school. This is where the foundations of
mathematical thinking were formed. I approached mathematics with fascination and dread in
those early years (Szczygie, 2020). Some of my lecturers were wonderful, making the material
interesting and understandable. On the other hand, some of the lessons left me feeling lost and
anxious.
Positive Experiences
One of my favorite elementary school teachers taught arithmetic through interactive
exercises. In the schoolyard, we played arithmetic games, solved puzzles. In addition, we went
on a math-themed treasure hunt. These encounters made mathematics enjoyable and developed
in me a spirit of curiosity.
Negative Experiences
Unfortunately, not all of my encounters were favorable. Sometimes, I struggled to
understand particular topics. In addition, some teachers seemed less patient with students who
required extra assistance (Lazarides & Buchholz, 2019). These encounters fueled my
dissatisfaction and self-doubt.I also felt low on my trust in my mathematical ability.
3
Higher-Level Mathematics
My relationship with mathematics became increasingly complicated. This is as I
advanced in my studies. In middle and high school, I was exposed to more challenging topics
and had to adjust to different teaching techniques and expectations.
Success and Struggles
In my journey through higher-level mathematics, I had both successes and setbacks.
While I excelled in some areas, others proved difficult (Russo et al., 2020). Trigonometry, for
example, felt like a foreign language to me at first. However, with patience and the help of a
determined teacher, I overcame this obstacle.
Mentors and Inspirations
I had the good fortune to have mentors who greatly influenced my understanding of
mathematics during my journey through the field. One high school teacher, in particular, caught
our attention because, in addition to having a strong love for mathematics, she also inspired her
students to view obstacles as chances for personal development (Mazana et al., 2019). Their
passion and commitment to mathematics had a lasting impression on me and motivated me to
learn more about it.
Confidence in My Learning Abilities
My experiences have greatly influenced my faith in my capacity to learn—both good and
bad—with mathematics. Even if I may not have always succeeded in every area of the topic, I
have discovered that overcoming obstacles requires tenacity, a growth mentality, and mentorship.
The Role of Confidence
Self-assurance in one's mathematics skills is essential since it influences pupils' attitudes
to the topic. Math anxiety is a problem that many students have and can be caused by a lack of
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confidence. Developing self-confidence and establishing a supportive learning atmosphere are
essential to a love of mathematics.
Conclusion
I have described my path through mathematics in this autobiography, starting in
elementary school and continuing through higher education. I have had good and bad
experiences, and mentors and inspirations have guided me through this challenging topic.
Regardless of how my pupils feel about mathematics at first, I am dedicated as an aspiring
teacher to making sure they have pleasant experiences with the subject. Through my experience,
I have learned how crucial it is to have persistence, excitement, and patience when helping
people develop their mathematical confidence. Though mathematics may arouse various
emotions in pupils, it can also serve as a source of inspiration and personal development for
anyone with the proper guidance and support.
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References
Lazarides, R., & Buchholz, J. (2019). Student-perceived teaching quality: How is it related to
different achievement emotions in mathematics classrooms?
Learning and
Instruction
,
61
, 45-59. https://doi.org/10.1016/j.learninstruc.2019.01.001
Mazana, Y. M., Suero Montero, C., & Olifage, C. R. (2019). Investigating students' attitude
towards learning mathematics.
Russo, J., Bobis, J., Sullivan, P., Downton, A., Livy, S., McCormick, M., & Hughes, S. (2020).
Exploring the relationship between teacher enjoyment of mathematics, their attitudes
towards student struggle, and instructional time amongst early years primary teachers.
Teaching and Teacher Education
, p.
88
, 102983.
https://doi.org/10.1016/j.tate.2019.102983
Szczygieł, M. (2020). When does math anxiety in parents and teachers predict math anxiety and
math achievement in elementary school children? The role of gender and grade
year.
Social Psychology of Education
,
23
(4), 1023-1054.DOI
https://doi.org/10.1007/s11218-020-09570-2