In this blog post, I will summarize the learning experiences and study group activities I gained while preparing for math in high school, examples of consideration and cooperation, and my academic and career plans after entering college.
Academic Work and Activities
My Approach to Preparing for the CSAT Math Section
Since entering high school, I had been studying math in accordance with the existing CSAT system, but when the system changed during my senior year, I had to develop a new study strategy. As a science track student, I took Math I, Math II, Integral 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 my textbooks, I studied by first previewing the material thoroughly and then using what I learned in class as a basis for review. In particular, the EBS materials—which included a variety of 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 lengthy lectures, I used the relevant 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 a problem and the applicable concept to devise an appropriate strategy. Later, I repeatedly worked through EBS’s comprehensive review mock exams and “Real Test” workbooks, following a three-step learning process: ① checking the basic solution and the correct answer, ② re-solving the problems I got wrong, and ③ thoroughly analyzing the explanations for those problems. Through this process, I gained a clear understanding of where I went wrong and the steps needed to solve the problems correctly.
Study Group
Despite thorough planning and a 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 this issue. So, I gathered friends at a similar academic level to form a study group. As the group leader, I selected ‘The Essentials of Mathematics: Proficiency Edition’ as our textbook and decided to focus on advanced problems. The study group consisted of five members, most of whom were at Grade 2, and we set our goal at achieving Grade 1. We devised a 10-month plan—allocating two months each to Math I and II, and one month each to Integral Calculus, Statistics, Geometry, and Vectors—and divided the units among us. For each unit, one person was responsible for explaining the concepts, while the others were tasked with solving the problems on their own. We agreed that anyone who failed to solve the assigned problems would pay a fine, which would be 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 understanding and study using additional handouts. We also analyzed past College Scholastic Ability Test (CSAT) 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 more easily.
Examples of Consideration and Cooperation
During class cleanup 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 my classmates, and when those mopping with large mops seemed to be struggling, I stepped in to assist them. I often helped shorter students who were struggling to hold the heavy mop, and once, when a mosquito net fell while we were cleaning the windows, I picked it up, fitted it back into the frame, and reassembled it, for which my classmates were very grateful. In addition, I willingly helped whenever physical strength was required or work had to be done at heights—such as reinstalling a large bulletin board, replacing light bulbs, or moving a projector—and helping others brought me great fulfillment.
College Career Plans
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 my immediate grades. Through various explorations during high school, I discovered that I have an aptitude for and interest in the fields of probability theory and mathematical statistics, and I intend to prepare for an undergraduate degree with the goal of 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 will complete the teacher certification program to build my pedagogical competence. Since maintaining high grades is essential for completing the teacher certification program, I will consistently strive to excel academically. After maintaining my academic achievements while receiving scholarships 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, so that I may grow into a mathematics educator capable of embracing related disciplines rather than focusing solely on a specific field.
