In this blog post, I’ll outline, in order, the academic efforts I made in high school, my extracurricular activities, examples of my consideration for others and conflict resolution, as well as my motivation for applying to my major and my career plans.
Academic Experiences and Reflections
Academic progress comes from consistent effort—I didn’t realize this simple truth when I first entered high school. I wanted to do well in my studies, but I felt overwhelmed because I didn’t know where to start. Since others seemed to pick it up easily, I fell into a cycle of frustration, thinking I wasn’t doing it right, and ended up avoiding my studies. Then, after attending a lecture by a senior, my attitude toward learning changed.
This senior used a wheelchair and explained that, even when he was in pain, he had to cultivate the habit of studying whenever he could. His story—about how he forced himself to develop the habit of studying a little each day despite the pain and discomfort—resonated deeply with me. It was only then that I truly realized, deep down, that “consistency is the key to studying.”
After that, I began to make achievable plans rather than setting unrealistic goals. Instead of making grandiose promises like, “I’ll finish all of Math 1, Part 1 this week,” I carefully broke down my daily study load, taking into account the time and energy I realistically had available. I made a conscious effort to consistently complete my daily quota, even putting off sleep until I finished my assigned work.
At first, my new routine was difficult and exhausting, but I persevered with the mindset, “Let’s just try to do as well as the upperclassmen.” As a result, I was able to achieve top-tier grades, and my scores put my target university well within reach. Through this experience, I came to realize that consistency is a power that surpasses talent, and I came to believe in the value of hard work. Even now, I strive never to forget that lesson.
Major School Activities and Reflections
My reason for joining the math club was simple: I thought it looked cool to solve puzzles and engage in discussions together. The process of exchanging ideas with upperclassmen and working together to solve puzzles and problems looked enjoyable, and I wanted to be a part of that. The club activities I began in this way deeply instilled in me an interest in and a spirit of inquiry toward mathematics.
In the club, I experienced the beauty of mathematical formulas and proofs as “fun” for the first time. By breaking down familiar formulas and exploring the proofs that showed why they held true, I discovered the joy of focusing on a single topic and delving into it thoroughly. I naturally became one of the most enthusiastic students in the club, striving to explore and understand the derivation processes of various formulas on my own.
I was also deeply inspired by learning about the lives of mathematicians. The stories of those who devoted their entire lives to solving a single problem, even amidst poverty and adversity, served as a powerful source of motivation for me. The more I learned about their perseverance and determination, the stronger my desire grew to follow in their footsteps, and I naturally set my sights on majoring in mathematics. The moment I bought and began reading biographies of mathematicians, I became certain that my path lay in the field of mathematics.
Above all, through my club activities, I learned that “exploration is more enjoyable when done together.” Whenever I hit a wall on my own, putting my head together with my peers opened up new perspectives and revealed solutions. Asking upperclassmen for help with what I didn’t understand was a great source of support, and when I helped underclassmen and felt a sense of responsibility, I experienced a deep sense of pride, as if I had become an older brother to them. These interactions transformed me into a more sociable person and ultimately led me to take on the role of club president.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
The first thing I learned as club president was how to mediate between people and manage conflicts. When I served as president from the middle of my sophomore year through the middle of my junior year, I hesitated about whether I was qualified for the role, but I was confident that my passion for mathematics and the club was second to none. Armed with that confidence, I resolved to grow the club and support its members.
On one occasion, a conflict arose between first- and second-year members. The second-year students were aware of the club’s tradition of maintaining an academic atmosphere, but the first-year students, unfamiliar with this culture, simply wanted to have fun. As their differing expectations caused the minor conflict to escalate, the atmosphere became increasingly awkward.
First, I gathered representatives from both sides to listen to their perspectives. Rather than scolding anyone or taking sides, I helped them acknowledge that misunderstandings and hurt feelings had built up, and we worked together through dialogue to find a solution that would satisfy everyone. Ultimately, we reached a compromise by striking a balance between time for fun and time for serious study, and both sides reconciled.
As a result, the club became even more vibrant and was able to carry out a wider variety of activities, and I realized just how important it is to synthesize opinions and mediate when resolving conflicts. Through the process of addressing problems head-on through direct dialogue rather than avoiding them, I learned firsthand the value of consideration and cooperation.
Efforts and Preparation Related to Motivation for Application and Career Plans
The primary reason I am applying to the Department of Mathematics is my fascination with mathematics itself. The sense of immersion and the joy of inquiry I experienced in the club—deriving formulas on my own and reading about the lives of mathematicians—were more intense than any other activity. The process of delving into the essence of problems through mathematics held great significance for me and turned my desire to continue learning in such an environment into a firm conviction.
Furthermore, my long-term dream is to become an economist. The reason I intend to major in mathematics first, rather than going straight into the Economics Department, is clear. Mathematics is the foundation of all academic disciplines, and the quantitative thinking and rigorous analytical skills required in economics, in particular, are strengthened through mathematical training. I aim to learn research methods and cultivate a focused mindset through mathematics, and subsequently build my expertise by expanding my knowledge of economics through graduate school and a double major.
To this end, I intend to approach mathematics with a more serious attitude than anyone else. Armed with diligence, I will study without ever losing my curiosity or sense of inquiry. I will actively communicate with my teachers to find ways to overcome my limitations, and I will discover and maximize my own potential. With graduate school in mind, I will steadily prepare myself to dive deeply into the world of academia.
