Why I Wanted To Become A Maths Scholar - By Charlie Roe
From a young age, I have been deeply fascinated by mathematics. What began with solving basic sums in primary school gradually evolved into my passion for tackling complex problems such as partial differential equations during my university studies. Mathematics has not only been a subject of intellectual curiosity but also a lifelong passion, and I have always aspired to share this enthusiasm with others.
Throughout my upbringing, I envisioned myself becoming a mathematics teacher. I was driven by a desire to inspire the next generation and equip them with the tools to succeed in both their academic pursuits and future careers. As I approached the final year of my mathematics degree at the University of Hull, I began exploring the various pathways into teaching. After seeking advice from a former teacher, I decided to pursue the School-Centred Initial Teacher Training (SCITT) route and was fortunate to secure a place with Yorkshire Wolds Teacher Training.
It was during this time that I was introduced to the Mathematics Teacher Training Scholarships, offered by the Institute of Mathematics and its Applications (IMA). Upon learning about the scholarship’s extensive offerings, I was immediately eager to apply. The scholarship provides invaluable resources, access to key professional societies, and, most importantly, opportunities for networking and collaboration with fellow educators across the country.
The chance to build a professional network with like-minded individuals who share a passion for mathematics education is one of the most compelling aspects of this scholarship. Engaging with a community of teachers and trainees will allow me to stay informed about the latest developments in the field, while also gaining insights from expert educators and inspiring speakers. I am confident that these connections will be instrumental in my development as a teacher and provide the ongoing support I need to continue growing throughout my career.
Ultimately, my decision to apply for the Mathematics Teacher Training Scholarship is driven by my commitment to becoming the best educator I can be. I am eager to take advantage of the opportunities it offers to enhance my teaching skills and deepen my knowledge, ensuring that I can make a lasting impact in the classroom and inspire future generations of students to appreciate and excel in mathematics.
By Charlie Roe
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