My admiration for Maths began whilst conducting research for a presentation about pioneers during
high school. The focal point of my research was Muhammad Al-Khwarizmi's mathematical findings
during the Abbasid caliphate in the early 8th century; he discovered a new way for solving quadratic
equations – a principle which has since been extended by other mathematicians and is used today to
calculate speed, distance and time. Al-Khwarizmi’s findings have inspired me to look beneath the
surface and into the science of problem solving and has increased my love for algebra, as well as
showing me that in maths there is always a limitless potential for more, a concept which is the
driving force behind my passion for the subject and eagerness to study the discipline at university
level.
Studying Maths during GCSEs and A levels provided me with skills in analytical thinking and
quantitative reasoning. There are multiple methods which can be used to obtain one solution in
maths, and this has always motivated me to explore different methods. Over the course of my
studies, pure maths has become a personal favourite, particularly the field of calculus. Although a
difficult topic, I have thoroughly enjoyed the challenge of learning calculus, which has aided me in
other related matters, such as how to calculate the gradient of a curve. I am also fascinated by the
role of calculus in related fields of study, such as economics and its application in supply and demand
diagrams. My interest in these overlaps sparked a desire to pursue further independent reading: I
found Calculus by Gilbert Strang to be of real interest, especially his chapters on the product and
quotient rule and am excited at the prospect of being able to pursue my interest in calculus further
during the course of my degree.
My studies in A level psychology have also helped improve my skills in maths, as studying research
methods involved the topics of probability and significance, which required the use of statistical
tables and critical values, thereby improving my statistical skills. Such skills have transferred to other
topics in maths, and have helped consistently with my studies.
Outside of my studies, I have volunteered at a summer school, a role which involved planning
activities and communicating with a variety of different people. When this volunteering extended
into term time I found it necessary to utilise my timekeeping skills in order to balance my studies
alongside my work. I also found that prioritising ahead allowed me to work calmly under pressure
during deadline weeks, and to maintain a healthy balance between my academic and social life.
Tutoring GCSE student’s maths has made me more aware of my learning style which has helped to
build my confidence in mathematics, therefore allowing me to study effectively. My volunteer work
with students with special needs has enhanced my ability to empathise and connect with people.
These experiences in volunteering are something I have come to appreciate: the lessons and
individuals I have met along the way have been invaluable to me, and I am keen to continue with
these activities in university, and hope to join societies or unions in university in order to do so.
I look forward to studying mathematics surrounded by like-minded peers in a discipline I thoroughly
enjoy, and am also excited to be taught by experts in the same field.
