Initially I attended Johnson C. Smith University as a Mathematics major, because working with numbers piqued my interest since elementary school. One time in an elementary school classroom setting, my classmates and I were tested 36 questions with a 5-minute time limit span. In order to pass the quiz, a letter C was needed to pass. I passed the quiz with flying colors after my 3rd try which the information stuck to me as if it were my third language.
During my middle school years, I branch to other classes that were math relatable. A couple of classes is Intro to Engineering, Computer Lab, Algebra, and Geometry. In Intro to Engineering, my classmates and I completed projects such as a mini tooth pick bridge; a mini rocket; and Lego race cars. These projects were using math, because the measurements and formulas were necessary. On the Computer Lab, we learned how to program numbers to exchange them into words or answer questions assigned by my professor. In Algebra and Geometry, I learned angles, algorithms, charts, and other polygons and formulas. The variety of classes opened up my perspective of mathematics.
Throughout my high school years, I took rigorous mathematic courses such as Honors Algebra, Honors Geometry, Honors Pre-Calculus, and Advance Placement (A.P.) Calculus. I earned in every class with an A, however on my A.P. Calculus Exam, I did not achieve the exam credit credits. Furthermore, I worked part-time for Office of Industrialization Center (O.I.C.) to become a customer service representative. I later found out that basic reading and mathematics skills were needed to solve issues in the customer service field. For the mathematics part, I needed to use basic formulas such as the difference between quantity and quality of purchasing a gallon of milk from multiple options or creating a budget for the customer's needs and wants. The classes and extracurricular activities broaden my perspective of mathematics in detail and in the force work field.
In my past college years and summers, I was a Young Money Manager and currently a math tutor. My first position as a math tutor in Washington DC, I tutored elementary math, algebra, and statistics to black and African American elementary and middle school boys over the summer of 2016. My second position as a math tutor in Charlotte, NC, I tutored algebra to Calculus to college students at Johnson C. Smith University in the year 2016-2017. The third position over the summer of 2017, I was a Young Money Manager at Department of Insurance, Securities, and Banking, who worked with 2 other team members. The team and I proliferated Washington, DC residents in financial literacy. We learned the importance of money and how to build off wealth through business, real-estate and investments. We used math to calculate budget expenses, worth of a loan and income/debt ratio on monthly and yearly expenses. This variety of positions opened up opportunities of how math is involved on a daily basis.
The mathematic courses that grabbed my attention the most were Pre-Calculus and Calculus, because of the formulas were building off from previous math courses. Furthermore, the difficulty of the course was challenging where I needed to buckle down and find new ways to understand the material. Finally, the material may show up in problems in my future career field, tests, exams, or in any other of my classes.
My first career option was to become a mathematics professor proficiently teaching Pre-Calculus and Calculus to improve people's participation in science, technology, engineering, and mathematics (STEM) career fields. Eventually, I wanted to become an insurance actuary to improve bank's insurance so that their company can grow to become financially successful. Finally, I found other career options like data analyst, stock broker, financial adviser, or a mathematician. I knew the possibilities were endless by researching and interning similar positions to find a good to a great career match.
What got me thinking was why so many people find that taking a Pre-Calculus class or a higher standard course to be extremely difficult. A few reasons was that the material was difficult to keep up with or how it implied to one another; the professor made the material difficult to understand; the course demanded large load of assignments; and the lack of understanding that higher placement mathematic courses related to everyday life. These reasons can be prevented by understanding the student's way of absorbing the material instead of rushing the student to learn from his/her professor's style of teaching.
During my last year as a senior at Johnson C. Smith University, I will be working on my research paper. In my senior investigative paper (SIP), I will be researching and writing about the importance of mathematics behind finance. Furthermore, the topic will prove how math is shown in the variety of financial processes. Also, I will find out more efficient math methods when using a financial method. The research will provide guidance and information that is useful in our everyday life and how they are shown in other career fields/workforce.