留学个人陈述模板汇总,数学专业.

　　以下是十篇美国数学专业申请留学个人陈述模板，其中有篇目附带点评，希望能够帮助想要申请美国数学专业的同学。正值美国留学申请高峰期，澳际留学特为大家整理留学个人陈述模板范文，希望对大家的留学申请有帮助。

　　“Women aren’t suited for such hard subjects,” my friend Seung-woo told me with a smug smile. Seung-woo didn’t think that mathematics was a field for women. Although he was my age and wasn’t tied down by most traditional belis, he believed that only men could be true mathematicians. The majority of people in my country, South Korea, believe the gender stereotype that women are inherently inferior to men in mathematics. I strongly disagree with this outdated notion. Women are just as capable of outstanding mathematical achievement as men, and I am determined to help disprove gender stereotypes through my example.

　　Mathematics has always given me a deep sense of satisfaction. Even in elementary school, I was attracted to the precision and logic inherent in mathematical formulas. I devoured as much mathematical information as I could, collecting theorems of mathematicians such as Gauss and Euclid like other students collected stamps. I had the opportunity to test my skills and knowledge in high school, when I competed in several national math competitions, including the Korea Mathematical Olympiad. My strong showing in these venues, along with my top math grades and perfect math score on the Korean SAT, bolstered my confidence in my abilities. I was proud to prove to others that I was capable of performing at the highest levels.

　　Despite my strong interest and achievement in mathematics, it has been difficult for me to realize my potential due to the Korean educational system, which emphasizes cramming for tests instead of critical understanding. More significantly, Korean social biases against women in the fields of math and science have discouraged me from pursuing my love of mathematics. Thus, I want to study in the United States, where I will be able follow my dream without these constraints. For about a year, I have taken English language courses at a university in Washington, D.C., where I have gained a glimpse of American academic life from the inside. I am very impressed by American students’ devotion to their studies and the system’s ability to support each student’s goals. I am therore especially interested in attending Boston College, which, in addition to offering outstanding math and science courses, is renowned for its emphasis on cultivating students’ full development, or "cura personalis." At Boston College, I will be able to focus on my goal of becoming an excellent mathematician.

　　I am determined to succeed, but I know that I must overcome many challenges. Sometimes, when I feel discouraged by the obstacles I face as a Korean woman in mathematics, I imagine what my life will be like ten years from now. Armed with a Boston College degree, I will visit my old friend Seung-woo. We will have corresponded over the years, so he’ll already know about the many mathematics articles published in my name, and he will be well aware of the international acclaim they received. I will savor the day when Seung-woo admits that I was correct in believing that I could succeed as a mathematician. I will be proud to know that partly due to my achievements, the door to increased opportunities for women in math and science has swung open a little bit wider.

　　点评：

　　这是一篇韩国女学生申请BC数学专业的PS。文章的主线是：过去――现在――将来。

　　过去：描述自己从小学起就对数学很感兴趣，并一直坚持到高中。期间摒除了许多周围传统的异见。

　　现在：描述自己好友的反对意见和自己在美国学习一年英语课程的感受。

　　将来：用想象的方式描述自己将来的成功。

　　总的来说，文章写得比较精彩，作者很好地利用了韩国国内的对于女性学数学的传统观念，巧妙地表达了自己要去美国读书的必要性。在描述自己的将来时，作者又采用了想象的方式，很新颖，可以吸引读者的眼球。但是在精彩之余，文章的专业性略显不足。

　　译文：

数学家

　　“女性是不适合读这样一门复杂的课程的”我的朋友承佑得意洋洋地笑着对我说。承佑认为数学是不适合女性去研究的领域。虽然他与我同龄，也没有被过多的传统观念束缚着，但是他相信只有男性才有可能成为真正的数学家。在我的国家韩国，大多数人都刻板地认为在数学领域女性是天生就比不上男性的。我很强烈地反对这种过时的观点。女性是有能力在数学领域取得跟男性一样的成就的。我也下定决心去通过我自己的例子来反驳人们的性别刻板印象。

　　数学一直以来都给了我很大的满足感。即使是在小学，我就很着迷于数学公式的准确性和逻辑性。我尽我所能去学习数学方面的知识，像其他学生收集邮票一样收集诸如高斯和欧几里德等数学家的法则。高中时参加的几次国家级的数学竞赛，包括韩国奥林匹克数学竞赛，让我得到测试自己数学能力和知识的机会。我在这些比赛的良好表现以及在韩国SAT中数学的好成绩增强了我对自己能力的信心。我很自豪地证明给别人看我有能力在最高水平的舞台上展现自我。

　　虽然我对于数学有很强的兴趣并取得了一些成就，但是身处韩国教育体系的我很难发挥自己的潜能。韩国社会上根深蒂固的反对女性在数学和科学领域发展的观念妨碍了我对数学的热爱。于是我决定去美国学习，因为在美国我可以不受束缚地追求自己的理想。我在华盛顿特区的一所大学里学习大约一年的英语课程，并且从中体会到了美国的大学生活。美国学生对于学习的专注以及美国教育体系对于每个学生的目标的支持都给我留下了深刻的印象。因此我特别想加入波士顿学院，这间学校不仅拥有出色的数学和科学课程，还以其注重学生的全面发展或者说是“人性化”而出名。在波士顿学院，我可以集中精力去实现要成为出色的数学家的目标。

　　我下定决心要成功，但是我知道我必须战胜许多挑战。有时候，作为一个研究数学的韩国女性，我会因为一些困难而感到气馁。此时我就会想象十年后的生活。拥有了波士顿学院的学位之后，我会拜访老朋友承佑。因为我们在未来几年里一直保持着联系，所以他也会知道我发表的许多数学论文，而且知道这些论文在国际上享有的声誉。我会很享受承佑承认我坚信自己可以成为一个数学家是正确的那一天。当我得知由于我取得的成就，数学和科学界的大门向女性稍微敞开了一些的时候，我也会感到很自豪。

　　I am an inflexible girl all along, if I make my decision, I will hold on it. In my high school, I decided to become an actuary, during the seven years period, I firmly hold on my decision and approach to my aim step by step.

　　When I got the name of actuary from the newspaper, I felt that I found my foreordination. From my childhood, I was infatuated with mathematics and was sensitive to the digital, so I felt that the accurate calculation could arose my enthusiasm on self challenge, besides I has strong insight on the market tendency, strong analysis ability on the problem and I am responsible for the enterprises, only the accurate calculation can help me exert my ability and my character. So I chose xx University as my early decision to learn the accurate calculation which is the best major in xx University.

　　In my undergraduate, besides of the courses, I often browsed SOA, CAS web and got information on the latest accurate calculation tendency and these new technology ways. Such as enterprise risk management and the new development of dynamical financial analysis, and I also wrote a paper under the guidance of xxx professor. Especially, when I prepared for the exam F& P, I strengthened my basic knowledge on the accurate calculation and I not only grasped all kinds of formulas and concepts on the mathematics but also grasped the essence of the accurate calculation and the balance of the cash. After, I took part in compiling the insurance actuary science written by professor xxx, my task was to tidied and sorted the knowledge , then wrote them with myself language which made me understand the accurate calculation knowledge better than bore.

　　During the learning process, I got new realization from the accurate calculation, besides the knowledge, I need have management, communication ability and computer program ability, even though I must be familiar with the whole economy environment. So that I have learned S-plus, VBA, SQL and electron form financial management and economy, etc. and applied these theories to practices. Then in my junior holiday, I entered into an investment consulting company to practice, I took charge of compiling the daily trade analysis conclusion according to the news, enterprises financial form to carrying on the city analysis helping the stock trade activities. Until now, I took part in “College R&D outlay research statistics” presided by xx professor and pre- surveys, on the basis of these investigations, I also compiled the stage research reports. During this process, I did deal with the data and analyzed the data to exercise my ability on the computer applying and data digging.

　　I spent my three undergraduate lives in learning and practicing, but I still hope to continue my education in your esteemed university which has advanced theory and better conditions for my study. Even though the front road is filled with hardness, I will hold on until I realize my dream. Because I firmly believe that if I pay for my forts, I will get a good result.

　　申请专业：数学MATH MATHEMATICS

　　The study of mathematical sciences has intrigued me for many years. The decision to study A levels in both Maths and Physics stemmed from a high interest level and strong aptitude in both subject areas. This was rlected in the AS grades I received in June 2002; achieving an A grade in mathematics which has inspired me further in my pursuit of the subject.

　　My interest has spread to computers and trying to link the two together has played a big part of my life in the last few years. I have taught myself, using books and other available sources, how to program in HTML and this has made it possible for me to take an active role in web design.

　　My other academic interests include Business Studies, especially management and finance areas which link with sections of the maths course. My choice to include a humanities subject at A level was partly encouraged by my need to analyse and evaluate situations, Business Studies gives me the chance to do this in great detail and I find it therapeutic to get involved in relevant

　　case studies. I am also taking an A level in General Studies which is increasing my knowledge of political and cultural issues. The subject also encourages group discussions concerning current affairs and provides me with the opportunity to input my opinions.

　　For the last few years I have been a member of a Duke of Edinburgh scheme running locally within the college. In June 2001 I completed the Bronze Award and am now working towards my Gold. This has given me a lot of experience in teamwork, problem solving and maintaining a high level of responsibility. These qualities have been taken on into a successful work experience placement in year 10 and my part time job as a sales/management assistant at respectable retail outlet Marks and Spencer.

　　I have enjoyed my time in the Sixth Form and have taken pleasure from both the academic and extra-curricular activities. I feel that I possess the qualities required to continue maths on to a higher level and combine it with modules that both interest me now and in areas which I hope to build on whilst at university. I am confident that this enthusiasm will combine with my strong determination and motivation, enabling me to succeed in the challenges that university presents.

　　申请专业：数学MATH MATHEMATICS

　　My interest in Mathematics initially developed when I began to consider how a set of well-dined points on a plane could be described by a single equation. It was clear that a curve could be drawn through the set of points but, as my knowledge was limited in Year 10, I had to pursue my own research to learn how to deduce the equation of such a curve. Since then, I have come to appreciate how the many diverse topics in Maths are connected, such as the relationship between number theory and cryptography, as explained in Marcus du Sautoy’s ‘Music of the Primes’. I find the prospect of understanding such succinct theories, which can be applied in many industries, as well as forming new ones through extensive research, very exciting in today’s ever advancing society.

　　The topic to have engaged me the most at A-level has been differentiation. It is centred on the idea of limits, which relates directly to infinity and infinitesimals. I first read about Cantor’s continuum hypothesis in Clegg’s ‘A Bri History of Infinity’, and my understanding of infinity has evolved since then. The paradoxes associated with infinity and all the counter-intuitive arguments put forward about infinity motivate me to study infinity in detail, and I therore look forward to the intriguing courses on analysis.

　　‘It may be very hard to dine mathematical beauty, but that is just as true of beauty of any kind’ – Hardy in ‘A Mathematician’s Apology’. I agree with Hardy, for I feel that mathematical beauty is inexpressible and yet so common. However, I believe that Maths at school level has lost its beauty, as there is not enough emphasis on the proofs of theorems and the focus lies in the end result of a theorem instead. My opinion is that they are equally important, as one cannot exist without the other: you cannot classify something as a theorem unless it has a proof and you cannot have a proof unless it leads to a theorem. However, I have only come across beautiful Maths in proofs and I therore look forward to the rigorous approach of being taught Maths at university level, which gives more importance to understanding. Currently, I find some stimulation in attending weekly extension Maths lessons, covering topics that go beyond the regular A-Level syllabus, such as Euclid’s algorithm, the Fibonacci sequence, the continuum hypothesis and proof by induction.

　　Maths has been a vital tool in innumerable disciplines, such as programming, medical imaging and code breaking, for thousands of years. I attended a lecture on ‘How Mathematics Drives Computing’ at Imperial College, where a lecturer explained how he was able to contribute significantly to airline scheduling via his PhD research work. Such constant evolution and innovation in Maths, with its potential as an instrument of solving problems and progressing society, attracts me greatly. In my spare time, I write Internet articles frequently on programming techniques, such as image scaling and collision detection, to which over 50 people are subscribed. Moreover, I have received a prize for a project I developed myself.

　　I am a School Prect, which has enhanced my leadership skills. I participate in inter-school hockey matches as part of our School’s team, and I have practised the art of Taekwondo since I was ten years old. I find Bridge interesting and have represented my School in various competitions. I have also been playing the drums for four years. Furthermore, I attend the J S Mill Society, where issues of politics and economics are discussed.

　　Sophistication, precision and the axiomatic approach of mathematics have always appealed to me and I hope to appreciate their ficacy to an even greater extent at university.

　　申请专业：数学MATH MATHEMATICS

　　At first sight, what a mathematician does may seem small, but it is the closest one can come to achieving permanence. The possibility of producing or creating anything that is even slightly permanent is what drives me to study mathematics. The topic to have engaged me the most at A-level has been differentiation because it is centred on the idea of limits, which relates directly to infinity and infinitesimals. My understanding of infinity evolved after having read Clegg’s ‘A Bri History of Infinity’, in which I first came across Cantor’s continuum hypothesis. The paradoxes associated with infinity and the counter-intuitive arguments put forward about it have motivated me to study this topic in detail, and I therore look forward to the intriguing courses at university, such as analysis. The prospect of understanding a diverse range of theories and how they connect is fascinating in today’s ever advancing society, as they can be applied in many industries.

　　‘It may be very hard to dine mathematical beauty, but that is just as true of beauty of any kind’ – Hardy in ‘A Mathematician’s Apology’. I agree with Hardy, for I feel that mathematical beauty is inexpressible and yet so common. However, I believe that mathematics at school level has lost its beauty, as there is not enough emphasis on the proofs of theorems and the focus lies in the end result of a theorem instead. My opinion is that a theorem and its proof are both of equal importance, as one cannot exist without the other. Yet mathematical beauty can only be found in proofs, some of which I have discovered upon reading ‘Journey Through Genius: The Great Theorems of Mathematics’ by Dunham, and I therore look forward to the rigorous approach of being taught mathematics at university level, which places more emphasis on understanding. While still at school, I found some stimulation in learning topics that go beyond the regular A-Level syllabus, for example Euclid’s algorithm and its applications to solving linear Diophantine equations. I have always tried to extend myself, such as by taking the Senior Mathematics Challenge, in which I achieved a gold certificate, as well as sitting the Advanced Extension Award (AEA) in Mathematics and Sixth Term Examination Papers (STEP) I and II, in which I achieved a Distinction and grades 1 and 1, respectively.

　　Having completed my A-levels, I intend to further my knowledge in mathematics by enrolling on an Open University course called ‘Using mathematics’, from September 2008 to June 2009. This focuses on how A-level Mathematics can be applied to real life situations, such as the use of matrices and vectors in order to examine the interdependence of different subpopulations. In addition, I plan to sit the STEP III examination to ensure my knowledge is maintained and, above all, it will be an exciting challenge. By getting a job in my gap year, I can guarantee myself financial security for my time at university, rather than doing a part-time job that may disrupt my studies at university, as well as allowing me to gain independence and maturity. I also intend to find some valuable work experience in the field of finance. I currently assist mathematics students on various websites and I hope to extend this by teaching underprivileged children abroad. Furthermore, I wish to expand on the extra-curricular activities that I started at school, such as my passion for playing the drum kit, which I developed four years ago. I was an active member of my school’s hockey and bridge clubs and hope to keep progressing in these, and to also learn new martial arts. Having written articles on topics such as collision detection, as well as winning a prize for one of my projects, I particularly look forward to having more time to improve my programming skills.

　　Sophistication, precision and the axiomatic approach of mathematics have always appealed to me and I hope to appreciate their ficacy to an even greater extent at university.

　　COMMENTS

　　GENERAL COMMENTS:

　　The focus after the academic part of the personal statement is on my gap year rather than extra curriculars. This is necessary because the PS is the only place you can really convince admissions tutors that a gap year is worth it.

　　It’s best not to list more than 2 or 3 topics in maths (a mistake I made previously) because it gives admissions tutors a chance to grill you on them (and they’ll almost certainly know a lot more about those topics and be able to extend you beyond the level you’ve used to) easily in an interview situation.

　　Don’t mention too many books either, even if you have actually read them, because you’re likely to forget lots of information and spend too much time bore any interviews going through those books rather than improving on your maths.

　　申请专业：数学

　　Mathematics can, at times, be the single most frustrating subject I have ever studied, yet I love it. The euphoria of completing a particularly hard puzzle, or the sudden realisation of a particular topic clicking into place, makes the challenge and the hard work all the more worthwhile. Studying both maths and further maths at ‘A’ level has been the most enjoyable and rewarding part of my academic career, and the logic and reasoning required for the subject keeps me interested. By studying mathematics to degree standard, I hope to find and answer many new questions I might have. In particular, I am looking forward to exploring more in the field of pure maths. My success and fascination in mathematics has given me a strong foundation to approach a degree with both the confidence and enthusiasm needed to succeed. By entering myself for the mathematics AEA, I hope to expand upon the mathematical knowledge I have already learnt, by further developing the skills to apply them to demanding and complex questions. Besides the possible reward of another qualification, the prospect of gaining greater understanding, alongside better techniques of application in maths, will be a fantastic opportunity.

　　To help support my studies I work as a customer assistant in a retail store. Parts of my duties involve contact with members of the public and this has helped me enhance both my communication and problem solving skills. By managing a busy schedule of studying, work and a teenage social life, I have acquired time management skills that will prove invaluable to me during my degree.Some of my most fulfilling and rewarding experiences in recent years include being a member of the cast in two drama productions at my secondary school. Holding critical and demanding roles, while under pressure to perform in front of an audience, has helped me develop my confidence greatly and I look forward to continuing such activities at university. Throughout my GCSE years, I was a library assistant at school where my duties included the issuing and returning of books and working with the rest of the library staff to ensure the general day-to-day running of the service. The experience of working within the library structure, along with other assistants, helped me improve the way I work within a team, and help shape me into a more mature individual. More recently, whilst studying for my A-levels, I have chosen to spend a number of my free periods helping with some of the younger years’ maths classes. The communication and language skills, developed from aiding students with a variety of abilities, have helped augment my already keen social and communication skills, whilst helping struggling students has taught me both patience and that positive results can be gained with enough perseverance.

　　Although taking a break now due to a sporting injury, I am also a keen martial artist. I find that maintaining physical fitness helps general well being and concentration, which has had a positive impact on my studies. Having studied kickboxing for two and a half years to the standard of red belt, whilst casually exploring the Korean martial art of Tae-Kwon-Do, I have realised a fascinating insight into the versatility and strengths of the human physique. I hope to compete in the ring on a national level one day. Martial arts are seen as a way of life, they are certainly a big part of mine.

　　It is because of my passion for the subject, and the skills learnt from helping others that makes me believe I will make a successful mathematician. Where knowledge and logic are necessary parts to being successful in maths, it is my drive and passion that will help me to learn it, alongside my communication and language skills that will help me use the knowledge in real-life situations.

　　申请专业：数学

　　Throughout my time at school and college, mathematics has been the subject whose lessons I have relished. Studying the subject at A-level has served only to increase my enjoyment of it, owing to the great depths to which it can be explored and the satisfaction that solving a difficult problem can give. Some of my most enjoyable lessons have been ones where I have been allowed to simply open a textbook and work independently through some enjoyable problems.

　　As my enjoyment of mathematics has grown, I have found myself taking an interest in reading a number of books on the subject. I found the rigorous dinitions and explanations provided by Courant and Robbins in “What is Mathematics?” particularly exciting. Perhaps the most intriguing chapter was that on the calculus, as it covered the concept of limits, to which very little rerence is made at A-level, in an enjoyably thorough manner. Singh’s “Fermat’s Last Theorem” is one of the most riveting books that I have read, depicting the plight of a mathematician and the ingenuity required to prove such an elegant result by a largely indirect method.

　　I have also taken pleasure in reading about the prime numbers. Wells’ “Prime Numbers” gave me a very broad understanding of the topic, covering much general background information necessary for further study. I found Hampshire’s “Prime Obsession” told me a lot about the history surrounding discoveries about the primes, particularly owing to the book’s focus on the Riemann Hypothesis, which is stated so simply yet of which a proof seems to be so elusive.

　　Over the last few years, I have been part of teams in school “Pop Maths Quizzes”, one of which we won due to my answering of a tiebreak question. I have also taken part in the three levels of the UKMT Mathematics Challenges on five occasions overall, achieving a gold award each time, and in my first year of sixth form I sat the first round of the British Mathematical Olympiad. Recently, in a bid to improve my mathematical ability, I have been working through STEP examination papers at home, and I enjoy the satisfaction gained from solving a question which is gratifyingly more difficult than the average one found on an A-level paper.

　　On a further academic note, over the past year I have edited my college’s French newsletter, which is entitled “**** *****” – a literal translation of the college’s name. I was responsible for appointing people to write articles and was in charge of assembling the final publication. This experience, along with my college’s Curriculum Enrichment Project – where groups meet weekly and research a mainstream topic on which to give a presentation and a report – impressed upon me the importance of teamwork. Within these two projects, I enjoyed the feeling of accomplishment when the final pieces came together.

　　Away from college, I enjoy playing chess with family and friends. I am a member of the Conservative Party, and take an avid interest in its policies and in politics in general.

　　The opportunity to study mathematics further at university, with the emphasis on rigorous proofs and an understanding of the fundamental concepts, is appealing. It is for these reasons that I very much look forward to the challenges ahead.

　　UNIVERSITIES APPLIED TO:

　　Cambridge (Offer)

　　Bristol (Offer)

　　Imperial (Offer)

　　Warwick (Offer) – Accepted

　　Durham (Offer)

　　申请专业：数学

　　Whilst reading about quarternions, I could sympathise with Hamilton’s pain in trying to find a solution, and sheer delight when carving the fundamental theorem of quarternions into a bridge in Ireland. When struggling with complicated problems, these flashes of inspiration are what make mathematics, not only tolerable, but exciting, dynamic and fun.

　　By studying for GCSE mathematics early, I have been given an opportunity to spend more time over the study of my A-Level. This has allowed me to take more mathematics modules, giving me a well-rounded knowledge of many branches of the subject. However, it has also enabled me to research and contemplate areas of more advanced mathematics independently from the class. In doing so, I have read books on a number of undergraduate topics I was interested in, such as linear analysis and set theory. As a part of our further mathematics course, I have also attended a series of lectures about applied mathematics, such as how boomerangs work and mathematical biology. Whilst in Germany, I attended a talk in the German University of Kiel about extending complex numbers into three and four dimensions.

　　I have had many successes with UKMT Mathematics Challenges, including qualifying for the British Mathematics Olympiad twice and attending a summer camp, to which I was invited for coming within the top 40 in the Intermediate Mathematics Olympiad. There we were given a number of talks, of which my favourites involved new branches of mathematics, such as knot theory, where we were told about invariants and the Jones polynomial. While there, we also discussed being more thorough within areas we already knew, for example, by proving geometric rules from Euclid’s axioms, making me realise that mathematics is about rigorous steps rather than subjective reasoning. One particular talk I thoroughly enjoyed was about short invariant games. As a result of this, I have since independently explored game theory by reading books such as ‘The Mathematics of Games of Strategy’ by Melvin Dresher.

　　I was asked to participate in the BMOS mentoring scheme, which involved completing monthly problem sheets and returning them to mathematics graduates for marking, comments and suggestions as to how to improve. These sheets contained mathematics beyond the syllabus, concentrating a lot on number theory and geometry. Through this I learnt ideas such as the pigeonhole principle and the Cauchy-Schwartz inequality. I have also helped within the school’s Olympiad training sessions. There, I have given a talk to fellow pupils and also heard talks from other students and teachers on subjects such as Cauchy functional equations and combinatorics. I have also eagerly read Istvan Reiman’s book containing the questions and elegant solutions from the International Mathematics Olympiads 1991-2004. I also solve and submit answers to PSJ, a termly pamphlet which encourages students to use A-Level mathematics in inventive ways.

　　I have worked within the IT research department of Anglia Ruskin University, developing software. I have also helped lead the production of the school’s magazine and volunteered to work as a ‘Maths Mentor’ which involves tutoring younger students and running school community events such as a ‘Maths Puzzle Day.’ I achieved a prestigious scholarship from the British Council to undertake a two week research project based in Germany. As well as being in lessons helping my research and understanding of the language, I was also able to participate in mathematics lessons and even help teach younger students. During my work experience, I also helped more advanced primary school students to grasp concepts such as telling time or fractions. These experiences allowed me to see concepts such as differential calculus from a different perspective.

　　By studying mathematics at university, I hope not only to continue a subject to which I have always been devoted, but impart my enthusiasm and experiences to others around me.

　　申请专业：数学

　　I find a constant source of pleasure in conceptualising unfamiliar ideas as well as thinking logically and analytically to arrive at satisfying and often beautiful proofs. I am fascinated by the ubiquity of maths and the way that it underpins everything around us. I encountered binary maths at the age of five and since then have found numbers and logic bewitching.

　　I have had many opportunities to apply my maths skills over the years. In year 7, I obtained a gold award in the UK Mathematical Challenge which gained me a place on a series of mathematics master-classes. These classes covered topics ranging from relativity to John Conway’s Perpetual Calendar and showed me a more mature mathematical way of thinking. Reading books such as ‘Fermat’s Last Theorem’ and attending various maths and science lectures also fuelled and deepened my interest. I regularly attend a maths club in Cardiff University, tackling problems independently then discussing solutions with other keen mathematicians. I completed a national engineering scheme where our team undertook a project to save water. We did extensive research to develop solutions for the company’s challenge then produced a report on our findings and delivered an extended presentation to a panel. For the project to succeed we had to apply a wide range of skills for example ICT, problem solving, communication and application of number. I have enjoyed learning more about the way the world works through chemistry and physics lessons while the many unfamiliar and abstract ideas in maths have been fascinating. I thrive on independent study, yet enjoy collaboration. My tutoring of students for their GCSE maths was a fascinating experience which also helped me analyse and develop my own studies and mathematical skills. Over the last six months I have volunteered for over 100 hours in an after-school, play-care facility. I also run a book club and a contemporary dance club at my school where I have learned how to prepare suitable yet challenging work for the students then apply my preparation into practice. I subscribe to National Geographic and read the New Scientist regularly.

　　I am ‘full of life’, confident and at ease in new situations. I enjoy the unknown. I am determined and committed to everything I decide to do and like to arrive at my own conclusions through discussion and debate. Dance is a passion for me as a creative and practical activity. I do over 7 hours a week of ballet and contemporary dance training which has given me a high-level technique and skill base with a growing sense of artistry. I am a member of the national dance company of Wales’ associates’ scheme and am studying advanced grades in ballet. I travel widely, recently visiting places such as India, Morocco and Vietnam – all of which have increased my sense of independence and search for new experiences. I represent my County in cross-country races, which offers me physical and mental challenges which I face with eager enthusiasm.

　　The increased pace of Further Maths has suited me and I have succeeded in gaining 100% in four of my maths and physics modules in year 12. The far-reaching applicability and connections between different fields in mathematics gives me a thirst for knowledge across a broad spectrum of pure and applied mathematics. By tackling and discussing challenging maths problems and extending my knowledge in a variety of ways, I have found my passion for maths increasing greatly this year. I want this to continue in my university life through the intensity of the maths course and I want to gain a depth of knowledge in mathematics. I know this will lead me along fascinating avenues and I look forward to finding out about new and exciting areas of mathematics as I make the transition from school to university.

　　申请专业：数学

　　Furthering my mathematical knowledge has been a source of great pleasure for me for all of my academic career, and continues to be such. My dedication for mathematics comes out in my other A level courses of physics and philosophy, which have strong, long held links with mathematics; this is a strong motivation for me to study these areas in greater depth. Having frequently taken part in optional mathematics lessons outside of the standard curriculum shows an ongoing commitment to broaden both my ability and knowledge in the areas of mathematics, logic and other related areas. Studying mathematics at degree level is a logical course of action for me.

　　My key interests in mathematics are in the applied areas of statistics and mechanics. One area where I have enjoyed using applied mathematics is using the normal distribution and hypothesis testing, in statistics, to model and predict real world events. This may be because of my keenness to develop an understanding of how the universe works and the ways with which we attempt to model and predict the goings on within it. A keenness which drove me to take an Open University YASS course in astronomy. Although my key interests may be in these areas, a deep passion for pure mathematics still remains. It is because of this that I have spent time researching, for personal gain, some topics of number theory such as prime number patterns.

　　Furthermore, I believe that overcoming a challenge has also been a motive and determining factor in my progression in mathematics. For example, I have enjoyed studying circular motion in mechanics for the challenge it initially confronted me with, as it included elements from not only mathematics which I had not encountered bore but also elements from my physics course. Another challenge I have overcome has been completing the aforementioned astronomy course, which led to me using and developing my independent learning skills. I felt both fulfilled and enriched by this course, and have found this experience in independent learning a great aid in other areas.

　　In terms of forts outside of school, I have read a number of books related to philosophy, such as ‘Why I am not a Christian’ by Bertram Russell, ‘Being and Nothingness’ by Jean-Paul Sartre and ‘The Existence of God’ by Richard Swinburne. These books, although predominantly linked to my philosophy course, contain elements which have extended my understanding of some areas of pure and statistical mathematics. Having read books of this standard has shown my ability to understand and comprehend university level texts, which will aid me in future work and research.

　　To conclude, mathematics is a subject I have reveled in for the majority of my academic life and look forward to extending this recreational and educational development at university level.

　　COMMENTS

　　GENERAL COMMENTS:

　　This statement has some good aspects, especially with regards to academic content. There is a good discussion of specific topics that the applicant is interested in and an appreciation of what skills have been developed through various activities and experiences. However, the statement is let down by some poor spelling, grammar and sentence construction which could very easily be remedied by carul proof-reading and which come across as sloppy. In places the statement is quite vague and generalised which reduces the conviction that the applicant really has control and understanding of what they are trying to say. A key component of a good statement is the complete control of what is said and why it is said – everything has a purpose and a role in fulfilling the aims of the statement. This statement would benit from a greater discussion of extra-curricular interests to show that the applicant is well-rounded and a discussion of maths text books rather than philosophy ones would be prerred. The statement has around 2,800 characters out of a maximum 4,000 and so there is opportunity to make some additions.

　　As a result of the negative aspects of this statement it may struggle in an application to a top institution, especially as a result of the careless sentence construction. However, there is some good content and structure for the most part and this would probably be a reasonable application to a top 20 university if supported by good predicted grades.

　　COMMENTS ON THE STATEMENT:

　　Furthering my mathematical knowledge has been a source of great pleasure for me for my entire academic career, and continues to be such. My dedication tomathematics is demonstrated “comes out” is quite an informal phrase. in my other A level courses of physics and philosophy, which have strong, long held links with mathematics I think that it would be worth discussing these links in more detail. It’s all very well saying that there are links, but it’s far more believable if the applicant explains what these links are and provide a strong motivation for me to study these areas in greater depth. I have frequently taken part in optional mathematics lessons outside of the standard curriculum, showing There are some issues with the sentence structure here. an ongoing commitment to broaden both my knowledge and ability I think it sounds better with the order reversed as here. in the areas of mathematics and logic and other related areas. This is a very vague catch all which is really not adding anything to the personal statement. Statements like this are common and yet take up valuable space while making it appear less convincing that the applicant knows what they are talking about. Studying mathematics at degree level is a logical course of action for me. Why? This is the question that the introduction and the personal statement really needs to answer. It is clear from the application itself that the applicant wishes to study maths, so the role of the PS is really to explain why they want to study it. As introductions go this one is not terrible but I think it has tried to cover too much and as a result has been quite vague and generalised. Details of experiences and evidence of interest in the subject can come later, but for now the introduction should show a passion for the subject and really answer why the applicant wishes to study mathematics up front.

　　My key interests in mathematics are in the applied areas of statistics and mechanics. One area where I have enjoyed using applied mathematics is using the normal distribution and hypothesis testing, in statistics, to model and predict real world events. A discussion of some specific subject topics like this is a good way to show a real interest in the subject and the more specific one can be the better. It helps to show that the applicant has a genuine enjoyment and knowledge of the subject to which they are applying. I am keen to develop an understanding of how the universe works and the ways with which we attempt to model and predict the goings on within it This is a difficult statement to phrase. I’ve seen it in various forms many times and even attempted to put it in my own statement, but have never yet come across a particularly elegant way of phrasing it. My interest inspired me to take an Open University YASS It’s important to be carul with acronyms, since not everyone will know what they mean. If it is not obvious then it is worth writing out in full and dining it if it is to be used multiple times. course in astronomy. There are some serious grammar issues with this sentence. It was not a sentence since it made no sense in isolation, but was instead dependent on the content of the previous sentence. Although my key interests may be in these areas, a deep passion for pure mathematics still remains. It is because of this that I have spent time researching for personal gain, some topics of number theory such as prime number patterns. This needs to be made relevant to the statement. The reader is lt asking “So what?” Why is the applicant choosing to put this in their statement? Did they gain skills from it? Did it inspire them? This needs to be discussed explicitly.

　　Furthermore, It seems strange to me to begin a paragraph with “furthermore” since each paragraph should be completely separate to what has come bore. It should be on a topic which is different and therore warrants starting a new paragraph. I believe that overcoming a challenge has also been a motive and determining factor in my progression in mathematics. For example, I have enjoyed studying circular motion in mechanics for the challenge it initially confronted me with, as it included new elements not only from not only mathematics, which I had not encountered bore but alsoaspects variety in the wording is always a good idea, since it makes the statement more interesting to read. from my physics course. The content here is good and this is the sort of thing which should be discussed from the outset in the introduction. This has finally begun to explain why this applicant enjoys mathematics and wants to study it further.Another challenge I have overcome has been completing the aforementioned astronomy course, which led to me using and developing my independent learning skills. I felt both fulfilled and enriched by this course, and have found this experience in independent learning a great aid in other areas. Again this has the right idea of what is required. It is great to relate experiences to skills which will make the applicant desirable as a student and it shows good awareness of the both the need for these skills and the benit from the experiences. I do think that it would make far more sense to discuss this when talking about the Open University course in the previous paragraph. Perhaps also there is opportunity to discuss specifically what these “other areas” are.

　　In terms of forts Outside of school, I have read a number of books related to philosophy, such as ‘Why I am not a Christian’ by Bertram Russell, ‘Being and Nothingness’ by Jean-Paul Sartre and ‘The Existence of God’ by Richard Swinburne. These books, although predominantly linked to my philosophy courseThere is an implication here that the applicant may have been required to read these books for their philosophy course which wouldn’t really make them extracurricular activities., contain elements which have extended my understanding of some areas of pure and statistical mathematics. Areas such as what? Again this is quite vague and especially for a Mathematics or Science statement it is important to be precise. Texts such as these have given me experience of higher level academic texts and independent research which will be extremely benicial at university. The applicant seems to believe that you can start a sentence with “Having” without then linking to an “I” mid-sentence which I do not agree with. I also thing that the sentence previously was a little presumptuous in stating that they had proved themselves capable of reading university texts and I would recommend phrasing it slightly differently to suggest that they have “experience” of reading such books without being an expert. This is supposed to be a paragraph on extra-curricular activities and interests outside of school and yet it is still very much academically focused. A personal statement needs to demonstrate that an applicant is a well-rounded individual, ideally with a diverse range of interests and experiences from which they have developed many skills. I think this statement would benit from the addition of a proper section on hobbies and activities outside of school (music, sport etc.) and the transferable skills developed by doing them.

　　To conclude, mathematics is a subject I have revelled in for the majority of my academic life and I look forward to extending my recreational and educational development at university level. The conclusion should summarize the interest of the applicant in the subject and why they are more desirable (implicitly) than those they are competing against. It’s a subtle point but it can be a bad idea to suggest too much desire for recreational pursuits at university as the admissions tutor will be more interested in the academic success. If the applicant can be successful academically and have a wide and diverse range of interests then so much the better.

　　以下是十篇美国数学专业申请留学个人陈述模板，其中有篇目附带点评，希望能够帮助想要申请美国数学专业的同学。正值美国留学申请高峰期，澳际留学特为大家整理留学个人陈述模板范文，希望对大家的留学申请有帮助。

　　“Women aren’t suited for such hard subjects,” my friend Seung-woo told me with a smug smile. Seung-woo didn’t think that mathematics was a field for women. Although he was my age and wasn’t tied down by most traditional belis, he believed that only men could be true mathematicians. The majority of people in my country, South Korea, believe the gender stereotype that women are inherently inferior to men in mathematics. I strongly disagree with this outdated notion. Women are just as capable of outstanding mathematical achievement as men, and I am determined to help disprove gender stereotypes through my example.

　　Mathematics has always given me a deep sense of satisfaction. Even in elementary school, I was attracted to the precision and logic inherent in mathematical formulas. I devoured as much mathematical information as I could, collecting theorems of mathematicians such as Gauss and Euclid like other students collected stamps. I had the opportunity to test my skills and knowledge in high school, when I competed in several national math competitions, including the Korea Mathematical Olympiad. My strong showing in these venues, along with my top math grades and perfect math score on the Korean SAT, bolstered my confidence in my abilities. I was proud to prove to others that I was capable of performing at the highest levels.

　　Despite my strong interest and achievement in mathematics, it has been difficult for me to realize my potential due to the Korean educational system, which emphasizes cramming for tests instead of critical understanding. More significantly, Korean social biases against women in the fields of math and science have discouraged me from pursuing my love of mathematics. Thus, I want to study in the United States, where I will be able follow my dream without these constraints. For about a year, I have taken English language courses at a university in Washington, D.C., where I have gained a glimpse of American academic life from the inside. I am very impressed by American students’ devotion to their studies and the system’s ability to support each student’s goals. I am therore especially interested in attending Boston College, which, in addition to offering outstanding math and science courses, is renowned for its emphasis on cultivating students’ full development, or "cura personalis." At Boston College, I will be able to focus on my goal of becoming an excellent mathematician.

　　I am determined to succeed, but I know that I must overcome many challenges. Sometimes, when I feel discouraged by the obstacles I face as a Korean woman in mathematics, I imagine what my life will be like ten years from now. Armed with a Boston College degree, I will visit my old friend Seung-woo. We will have corresponded over the years, so he’ll already know about the many mathematics articles published in my name, and he will be well aware of the international acclaim they received. I will savor the day when Seung-woo admits that I was correct in believing that I could succeed as a mathematician. I will be proud to know that partly due to my achievements, the door to increased opportunities for women in math and science has swung open a little bit wider.

　　点评：

　　这是一篇韩国女学生申请BC数学专业的PS。文章的主线是：过去――现在――将来。

　　过去：描述自己从小学起就对数学很感兴趣，并一直坚持到高中。期间摒除了许多周围传统的异见。

　　现在：描述自己好友的反对意见和自己在美国学习一年英语课程的感受。

　　将来：用想象的方式描述自己将来的成功。

　　总的来说，文章写得比较精彩，作者很好地利用了韩国国内的对于女性学数学的传统观念，巧妙地表达了自己要去美国读书的必要性。在描述自己的将来时，作者又采用了想象的方式，很新颖，可以吸引读者的眼球。但是在精彩之余，文章的专业性略显不足。

　　译文：

数学家

　　“女性是不适合读这样一门复杂的课程的”我的朋友承佑得意洋洋地笑着对我说。承佑认为数学是不适合女性去研究的领域。虽然他与我同龄，也没有被过多的传统观念束缚着，但是他相信只有男性才有可能成为真正的数学家。在我的国家韩国，大多数人都刻板地认为在数学领域女性是天生就比不上男性的。我很强烈地反对这种过时的观点。女性是有能力在数学领域取得跟男性一样的成就的。我也下定决心去通过我自己的例子来反驳人们的性别刻板印象。

　　数学一直以来都给了我很大的满足感。即使是在小学，我就很着迷于数学公式的准确性和逻辑性。我尽我所能去学习数学方面的知识，像其他学生收集邮票一样收集诸如高斯和欧几里德等数学家的法则。高中时参加的几次国家级的数学竞赛，包括韩国奥林匹克数学竞赛，让我得到测试自己数学能力和知识的机会。我在这些比赛的良好表现以及在韩国SAT中数学的好成绩增强了我对自己能力的信心。我很自豪地证明给别人看我有能力在最高水平的舞台上展现自我。

　　虽然我对于数学有很强的兴趣并取得了一些成就，但是身处韩国教育体系的我很难发挥自己的潜能。韩国社会上根深蒂固的反对女性在数学和科学领域发展的观念妨碍了我对数学的热爱。于是我决定去美国学习，因为在美国我可以不受束缚地追求自己的理想。我在华盛顿特区的一所大学里学习大约一年的英语课程，并且从中体会到了美国的大学生活。美国学生对于学习的专注以及美国教育体系对于每个学生的目标的支持都给我留下了深刻的印象。因此我特别想加入波士顿学院，这间学校不仅拥有出色的数学和科学课程，还以其注重学生的全面发展或者说是“人性化”而出名。在波士顿学院，我可以集中精力去实现要成为出色的数学家的目标。

　　我下定决心要成功，但是我知道我必须战胜许多挑战。有时候，作为一个研究数学的韩国女性，我会因为一些困难而感到气馁。此时我就会想象十年后的生活。拥有了波士顿学院的学位之后，我会拜访老朋友承佑。因为我们在未来几年里一直保持着联系，所以他也会知道我发表的许多数学论文，而且知道这些论文在国际上享有的声誉。我会很享受承佑承认我坚信自己可以成为一个数学家是正确的那一天。当我得知由于我取得的成就，数学和科学界的大门向女性稍微敞开了一些的时候，我也会感到很自豪。上12345678910下

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