In this blog post, I’ll summarize the efforts I put into studying math during high school, what I learned through my club activities, mentoring, and serving as class president, and how those experiences led me to choose mathematics as my major and shape my career plans.

Academic Experiences and Reflections

I viewed my regular school classes and my preparation for the College Scholastic Ability Test (CSAT) as separate endeavors. Unlike rote memorization aimed solely at raising test scores, I pursued a separate path of study focused on exploring the essence and academic significance of mathematics. I went beyond the scope of my textbooks to seek out additional books and lectures, and I worked with fellow members of my school’s math research club to gain a deep understanding of the principles behind problems and the processes of proof.
This kind of study was not driven by a sense of obligation but continued joyfully, like a hobby. The thrill I felt when I solved complex problems by applying mathematical principles in my own way drew me to even more challenging problems, and in the process, my desire to learn and apply more applicable principles grew stronger. The deeper I delved into mathematics, the greater my aspiration for research became, and I developed consistent study habits to put this into practice.
The habit of thinking mathematically led not only to improved academic performance but also to enhanced judgment and analytical skills in my daily life. The process of structuring problems, verifying assumptions, and logically deriving conclusions allowed me to view various situations more systematically. I believe that mathematical research itself holds significant value in contributing to the advancement of human society, and this belief naturally led to my academic goals in college.

Major Campus Activities and Reflections

My research activities in the Mathematics Exploration Club had the greatest impact on me among all my campus activities. I gathered with friends who shared my interests to spend long hours discussing and attempting to solve challenging problems beyond the standard curriculum, and we broadened our understanding by seeking out related lectures together. Additionally, through the process of finding and analyzing mathematics-related papers and discussing them with one another, I learned how to develop logical arguments and understand the structure of proofs.
In the club, I gained experience not only in individual research but also in writing and presenting reports in the form of papers through collaborative research. Although the collaborative process sometimes led to conflicts of opinion and stress, the insights and mathematical realizations gained from resolving those conflicts were invaluable. My mathematical thinking became more refined as I organized and explained concepts from each member’s unique perspective.
Through the school’s mentoring program, I shared foundational knowledge and practical tips with underclassmen who struggled with math. I emphasized to them that understanding concepts and principles is more important than simply solving many problems, and I generously shared the study methods and approaches I had developed. Seeing their understanding improve through my guidance was deeply rewarding, and it also served as an opportunity for me to clarify my own mathematical philosophy.
To improve my mentoring, I also introduced game-based math activities. Through games and activities that applied mathematical concepts, I encouraged my juniors to enjoy mathematical exploration without feeling overwhelmed. These efforts were positively evaluated by the school, paving the way for the program’s continued development.

Examples of Consideration, Sharing, and Cooperation, and My Reflections

For three years, I served as class president, leading the class with a focus on “considerate leadership.” I believe I became class president not so much because I possessed leadership skills, but rather because I had a natural tendency to understand and empathize with my classmates. Therefore, rather than controlling students through authority, I made an effort to ask for their opinions, synthesize them, and foster an atmosphere where everyone contributed together.
During events that required cooperation, such as sports day or choir competitions, clashes of opinion and inevitable conflicts were bound to arise. When conflicts occurred, I made sure to listen carefully to everyone’s side of the story, clearly pointing out any mistakes while empathizing with their feelings. I focused on creating opportunities for everyone to share their perspectives, finding ways to defuse the tension, and quickly guiding the group toward reconciliation.
Through this process, I was able to earn trust, and that trust, in turn, became the driving force behind conflict resolution. I learned firsthand that leadership based on consideration, sharing, and empathy is not merely a skill for solving problems, but an attitude that allows one to grow alongside others. This experience has been invaluable in coordinating differing opinions and fostering collaboration, whether in mathematics research or team projects.

Efforts and Preparation Related to Motivation for Application and Career Plans

My pure love and curiosity for mathematics are the fundamental reasons why I wish to major in mathematics. Going beyond simply solving problems, the process of exploring the essence of mathematics itself was a great joy to me, and I applied to the Department of Mathematics at Ajou University because I wanted to continue this passion in college. Recognizing that mathematics has a very broad range of applications and that its advancement is linked to the development of society as a whole, I set a goal to more deeply realize the social significance of mathematical research.
During high school, I strove to validate my abilities not only through club research but also through external achievements. I achieved excellent results in math competitions, and winning second place in a regional competition helped build my academic confidence. Additionally, by interviewing senior students and experts engaged in mathematical research, I sought to gain a concrete understanding of the perspectives and career paths of actual researchers, and through this process, I was able to clarify my own career aspirations.
Sharing my mathematical philosophy with younger students also served as an opportunity for self-reflection. Through education and counseling, I was able to reaffirm my research orientation and academic attitude, which served as preparation for conducting more in-depth research in college. Moving forward, I aim to grow as a researcher who can elevate the standard of domestic mathematics research and contribute to societal development by broadly studying both theoretical and applied mathematics at Ajou University’s Department of Mathematics. After laying a solid foundation during my undergraduate studies, I will continue to discover and realize new value in mathematics as a researcher.