In this blog post, I will summarize the learning experiences and study group activities I gained while preparing for math in high school, along with examples of consideration and cooperation, and my academic and career plans after entering college.
Academic Work and Activities
My Approach to CSAT Math Preparation
Since entering high school, I had been studying math according to the existing CSAT system, but when the system changed in my senior year, I had to develop a new learning strategy. As a science track student, I studied Math I, Math II, Calculus and Statistics, and Geometry and Vectors, and I determined that preparing for the CSAT based solely on the school curriculum would be difficult. To address this, I utilized EBS materials and CSAT special lecture textbooks. While remaining diligent with the content taught in school and textbook study, I adopted a study method where I first did thorough previewing and then used the material learned in class for review. In particular, the EBS materials, which included various concept books and problem sets organized by series, helped me fill in my knowledge gaps. When studying Math I and II, instead of watching EBS’s long lectures, I used related materials to systematically work through a set amount each day. I believed that correctly understanding concepts was more important than simply solving many problems. After grasping a concept, I practiced identifying the intent of the problem and the applicable concept to devise an appropriate strategy. Later, I repeatedly solved EBS’s comprehensive review mock exams and practice workbooks, following a three-step learning process: ① checking the basic solution and answer key, ② re-solving incorrect problems, and ③ thoroughly analyzing the explanations for those problems. Through this, I clearly understood where I went wrong and the steps needed to solve the problems correctly.
Study Group
Despite thorough planning and significant time investment, my mock exam scores remained at an average of Grade 2, leading me to realize that I needed the synergy of peers to address the issue. So, I gathered friends at a similar level to organize a study group. As the group leader, I selected *The Essentials of Mathematics: Advanced Edition* as our textbook and decided to focus on advanced problems. The group consisted of five members, most of whom were at Grade 2, and we aimed for Grade 1. We devised a 10-month plan, allocating two months each to Math I and II, and one month each to Calculus, Statistics, Geometry, and Vectors, and divided the work by chapter. One person was assigned to explain the concepts for each chapter, while the others were responsible for solving the problems on their own. If someone failed to solve the problems, they would pay a fine, which was used for snacks. The person explaining the concepts had to thoroughly master the unit to answer questions. After six months, we designated the remaining four months as a review period to fill in gaps in our knowledge and study using additional handouts. We also analyzed past CSAT exam questions, shared our solution processes, and compared them with others’ approaches, which allowed us to learn creative problem-solving methods and experience difficult problems being solved easily.
Examples of Consideration and Cooperation
During class cleaning time in my sophomore year, I was often assigned the role of moving desks to clear space because of my strong build. Although moving over 40 desks was physically demanding, I took my responsibility seriously. Even after organizing the desks in my assigned section, I helped other classmates, and when friends struggling with the mops looked exhausted, I stepped in to assist them. I often helped shorter students who were struggling to hold heavy mops, and once, when a window screen fell while we were cleaning the windows, I picked it up, fitted it back into the frame, and reassembled it, which my classmates appreciated. In addition, I willingly helped whenever physical strength was required or work had to be done at heights, such as reinstalling large bulletin boards, replacing light bulbs, or moving projectors, and helping others gave me a great sense of fulfillment.
College Career Plan
If I am admitted to the Department of Mathematics at Gyeongsang National University, I plan to set long-term goals and prepare step by step, rather than simply focusing on immediate grades. Through various attempts during high school, I realized that I have an aptitude and interest in the fields of probability theory and mathematical statistics, and I intend to prepare for my undergraduate studies with the goal of majoring in these fields and eventually becoming a professor who teaches these subjects. To this end, I plan to thoroughly develop my foundational mathematical skills in linear algebra, calculus, and geometry, and I intend to complete the teacher training program to build my pedagogical competence. Since maintaining high grades is essential to complete the teacher certification program, I will consistently dedicate myself to my studies. After receiving scholarships and maintaining academic excellence during my undergraduate studies, I plan to pursue a master’s and doctoral degree in mathematical statistics at a general graduate school to prepare for a career as a professor. Alongside academic research, I aim to gain practical experience through teaching practicums and other hands-on activities, striving to become a mathematics educator who is open to adjacent disciplines rather than being confined to a single specialized field.
