Itzel Razo

Durkin Park ES

Back of the Yards College Prep HS

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How did you develop an interest in mathematics? What has your learning experience been like in school up to this point? What challenges, socially and/or academically, have you faced in this journey? 

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My interest in mathematics began in 8th grade, my first introduction to algebra. Algebra felt like I was solving a puzzle and I really enjoyed figuring out what numbers needed to be plugged into the equation to figure out the answer. I felt proud of myself for understanding math and built my confidence later in high school to share my knowledge and tips with others.

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A challenge I encountered was always being too nervous to ask for help during class. I often attempted to solve problems on my own, but I didn't always succeed. I eventually realized that I had to step out of my comfort zone and break the habit. As soon as I started communicating with my teachers, the easier it became to advocate for myself. Another challenge I met in this journey was working up the courage to ask the principal if there were any jobs in Math Circles. I didn't want to let my shyness prevent me from sharing my passion for math and working with children. I believe that after years of pushing myself to overcome my shyness and fear of asking for help, I have seen my confidence level rise and it feels great.

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What is your mathematical power? How has your work with Math Circles of Chicago helped you develop that power?

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My mathematical power is my ability to persist when a problem is complicated. Math Circles has encouraged me to think creatively and not only see one solution to a problem. Collaborating with students during a math challenge has also given me insight into how their minds work, and made me feel like I am part of this great community that shares a math interest.

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Recently during one of our lessons, I assisted a student who became frustrated with a math problem leading to a breakdown. I offered her a break and a chance to discuss what she felt. She nervously explained that she needed help, but wanted to figure it out by herself and had failed. This student reminded me greatly of my own struggle to ask questions when in doubt. I proceeded to remind her that it was alright to make mistakes, not be so hard on herself, and I was always available to help. I handed her a new worksheet to start over, and she smiled. She thanked me, began working on the problem and later came to show me her answer. After this incident, I have made every attempt to work individually with every student so they can feel supported and less intimidated to raise their hand when in doubt. 

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MC2 College Pathways is dedicated to helping students find their own pathway forward in STEM. Please describe your future plans for college and beyond. 

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I plan to pursue a career in nursing and specialize working with young children or newborns. 

Math Circles has been extremely helpful in my path to becoming a nurse. They have given me the opportunity to collaborate with children and assist them to meet their individual math goals. The experience of working with different age groups, such as the 7-8th and 5-6th classrooms, has taught me how to adapt and engage with these age groups differently. For instance, with older students it was difficult at first to have a whole-class discussion because they were more shy. They worked better in smaller groups, compared to the younger students, who were more talkative regardless of size group. I also found that checking in with the older students individually made them more likely to engage in the discussion. And 5-6th graders were more likely to chat with teachers without a problem.

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This program has also helped me to continue to grow my confidence and discover the hard work created behind a math curriculum and how teachers stay patient and motivated even when things aren't going as planned. 

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Through my interactions with the students and teachers, I've improved my communication and problem solving skills that undoubtedly will play a role in my future nursing career.

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