数学专业个人陈述七.

　　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.