My primary objective for pursuing admission to the University of Illinois’s M.S. Program in Mathematics is to broaden my foundational mathematical understanding, while simultaneously deepening and developing specialized field interests.
In 2016, I graduated from New York University’s Courant Institute of Mathematical Sciences, receiving a Bachelor of Arts in Mathematics and a minor in Physics. Being highly ambitious I completed my undergraduate degree with University Honors in only three years. Following graduation I extended my mathematical studies, enrolling at NYU as a non-degree graduate student.
My time at New York University has properly equipped me with both the analytical and computational skills necessary to continue my math education
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While these are seemingly divisive disciplines, I believe my sound understanding of foundational algebraic structures and the inherent interaction of numbers significantly strengthens my ability to apply mathematics in physical contexts. With its highly interdisciplinary character, the University of Illinois Urbana-Champaign provides strong training in both pure and applied math, thus making it the ideal institution to aid my specific academic pursuits.
When considering the future trajectory of my mathematical career, I have two main objectives for attending UIUC. The first is to expand my knowledge of Abstract Algebra; the second is to begin my research career in Mathematical Physics.
My introductory course in Abstract Algebra was a turning point in my journey as an aspiring mathematician. It was the first course that unified all of my previous mathematical knowledge, providing newfound insight and appreciation for the subject. One aspect of the curriculum that attracted me to UIUC was the graduate department’s sequence in Algebra. Although I have taken graduate level Algebra at NYU, I still believe there is room for additional growth. Thus far, the majority of my studies in Algebra have been fairly classical, only briefly touching upon more advanced topics. If admitted I intend to utilize UIUC’s extensive
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Nevertheless, I have had a substantial amount of in-class research experience, the most considerable being a final project in Introduction to Math Modeling. For this final project, I constructed a stochastic probabilistic model to analyze U.S. catastrophe insurance claims incurred from winter, wind, and thunderstorms. Utilizing Monte Carlo simulations, I developed a Poisson distribution to estimate the frequency of catastrophic events and a lognormal distribution to model the aggregate losses associated with each event. This final project culminated in an unpublished paper and presentation, earning me an A in the
The math/science program at PWC Governor’s School presents challenging learning opportunities and well as motivated classmates and professors that can further my curiosity and devotion for the mathematical and scientific world around me. It also withholds a window of opportunity for me to move closer in attaining my career aspiration. In return, I can provide collaboration, leadership, and most importantly, an intelligent mind capable of creating pioneering, innovative, and inspiring ideas. Together, the students/faculty of PWCS Governor’s School and I can collaborate to form the most ground-breaking solutions.
Although he is definitely a physicist (as his list of publications clearly shows) his command of mathematics is rivaled by few mathematicians, and his ability to interpret physical ideas in mathematical form is quite unique. Time and again he has surprised the mathematical community by a brilliant application of physical insight leading to new and deep mathematical ...
Robert, A. Wayne and Dale E. Varberg. Faces of Mathematics. New York: Harper & Row Publishers, Inc., 1978.
The contemporary world is full of marvels. Technological advances have enabled mankind to fly in the heavens, instantaneously communicate with distant relatives thousands of miles away, construct buildings that are able to withstand many natural disasters, cure deadly diseases, and even travel to and study areas beyond the confines of planet Earth. While there are many factors that contributed to man’s ability to overcome what many once thought were impossible feats, it is the study of engineering that has enabled one to study the elements and leverage all that they have to offer. Mathematics lies at the heart of all science, including engineering. Without progressions in mathematical concepts, engineering principles and applications would not have advanced as quickly as they have throughout history.
...ch AMATYC Algebra Curriculum Reform.” 24 Jan. 2010 < http://www.amatc.org/ publications/Electronic-proceedings/LongBeach22/Steinfort.pdf> Rimer, Sara. “First Woman Takes Reins at Harvard.” The New York Times. 13 Oct. 2007. 23 Jan. 2010 “Secretary of Education Richard Riley addresses Mathematicians.” American Mathematical Society. 8 Jan. 1998. 24 Jan. 2010 Williams, Mara Rose. “What’s A Degree Really Worth?” NorthJersery.com. 24 Jan. 2010. 24 Jan. 2010 Zernike, Kate. “Making College ‘Relevant’.” The New York Times. 29 Dec. 2009. 24 Jan. 2010 < http://www.nytimes.com/2010/01/03/education/edlife/03careerism-t.html>
My first opportunity to use math outside the academic world was in my part time job with United parcel Service. It was an eye-opener for me in that mathematical techniques, in combination with computers, could be used for solving very complicated real-life problems, such as predicting and controlling the continuos flow of 300 million packages per day. I was deeply impressed by the numerical masterpieces of Jim Gilkinson and Dick Marga, the project managers. They led the way in showing how one could overcome some serious limitations of computers for solving linear systems of equations.
Dauben, Joseph Warren and Berggren, J. Lennart. "Algebra." Computer Software. Microsoft, Encarta 97 Encyclopedia. 1993-1996. CD- ROM.
Those of us interested in engineering would require physics courses that were based on calculus, and wanted the chance for our work to count towards college credit... After much determination and perseverance, I was instrumental in convincing our administration to give us a chance, and also helped recruit a teacher to help find the best curriculum to prepare students for the AP Physics C exam.
The Algebra II course was a college-prep lecture; they were at a higher level than a general class. With the title of the course, I expected to see well-behaved, attentive learners, who were interested in mathematics. When the apprentices did become disruptive or talkative, I expected that the teacher would discipline the students by sending them out into the hall or to the office, as occurred in my high school classes. I also expected to see a teacher that challenged the students’ knowledge of the subject, and pupils who gladly accepted that challenge. Finally, I anticipated the class lessons to go as follows: collect homework, class notes which are copied by the students, time set aside for the children to practice this work via worksheets and example problems, and then the assignment of homework for the next day. These expectations influenced the ways that I observed and reacted to Ms. Stone’s mathematics
Introduction I have always loved science, especially mathematics. When I wrote my Division II contract I had a simple list of mathematical courses and wanted to explore math specialties. After two years of getting mathematical training, I got a clearer concept of its implications in the wider world. I experienced barriers of being an International student and a Woman of Color (WOC) but I don’t want to give up on this field. I want to make mathematics more accessible and appealing to non-mathematicians.
...re encompassing way, it becomes very clear that everything that we do or encounter in life can be in some way associated with math. Whether it be writing a paper, debating a controversial topic, playing Temple Run, buying Christmas presents, checking final grades on PeopleSoft, packing to go home, or cutting paper snowflakes to decorate the house, many of our daily activities encompass math. What has surprised me the most is that I do not feel that I have been seeking out these relationships between math and other areas of my life, rather the connections just seem more visible to me now that I have a greater appreciation and understanding for the subject. Math is necessary. Math is powerful. Math is important. Math is influential. Math is surprising. Math is found in unexpected places. Math is found in my worldview. Math is everywhere. Math is Beautiful.
Towers, J., Martin, L., & Pirie, S. (2000). Growing mathematical understanding: Layered observations. In M.L. Fernandez (Ed.), Proceedings of the Annual Meetings of North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, 225-230.
I am a person who has always had a profound passion and fascination for areas requiring an analytical approach. Right from early days at school, Mathematics has intrigued me. The most challenging of all problems were my favorites and obtaining solutions to them would leave me with a sheer feeling of ecstasy. I always did and always would thrive on solving the most challenging problems. With a compelling desire to excel, hard work became my second nature. My aspiration for a technical career prompted me to take up one of the most coveted undergraduate program in Computer Engineering at SR Engineering College, the best of such institutions. My own systematic & methodical towards finding a solution to any problem best suits this field.
[4] Nolan, Deborah. Women in Mathematics: Scaling the Heights. The Mathematical Association of America, 1997
When I graduated from high school, forty years ago, I had no idea that mathematics would play such a large role in my future. Like most people learning mathematics, I continue to learn until it became too hard, which made me lose interest. Failure or near failure is one way to put a stop to learning a subject, and leave a lasting impression not worth repeating. Mathematics courses, being compulsory, are designed to cover topics. One by one, the topics need not be important or of immediate use, but altogether or cumulatively, the topics provide or point to a skill, a mastery of mathematics.