Oliver Adler-Grimm, Lane Tech HS

‍

“My love for math was beginning to falter. That changed when one day my middle school teacher suggested that I look into math circles…For the first time, I was working on problems that I never knew were in the field of mathematics. I then took these experiences back to school. …I was never afraid to take on the most challenging problems in each lesson, even if I couldn't find the answer. I focused more on collaboration in math and broke away from the isolation I had in elementary and middle school math.

‍

Oliver’s love of math was rekindled by the math circles he attended first in person as a 6th grader, and then online when Math Circles of Chicago went virtual during the height of the COVID-19 pandemic. Now as a teaching assistant with two years of experience, he has led students through activities in the same classroom he started out in six years ago.

‍

‍

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? 

‍

I've been interested in math throughout my life. Since I flew through the math topics so fast, I had to sit and work by myself and figure out more advanced topics while my friends got to collaborate with the rest of the class. I struggled to make progress since my teacher was occupied with the rest of the class so I couldn't get her support. After math circles, I focused more on collaboration in math and broke away from the isolation I had in elementary and middle school math.

‍

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

‍

My mathematical power is the ability to share ideas and observations. This is a very powerful tool because it can create an environment where everybody can benefit from each other. My experience in math circles helped develop that power by creating an environment where collaboration is key. The utilization of table groups and full class discussion incorporated the sharing of ideas into my mathematical culture. 

‍

Even after my years as a math circle student and now as an HSA, I still benefit from the sharing of ideas when a student makes an observation that I hadn't noticed or when I listen to a group get into a deep mathematical discussion. But what I find to be an even bigger power than sharing ideas is sharing mistakes. 

‍

This is often looked over because a lot of people find it hard to say something that they see as wrong. However, I believe that it is complementary to sharing ideas because when you share mistakes, you open up the opportunity for people to suggest improvements, which leads to more ideas. Being worried about sharing mistakes can hide people's ideas and create a separation between them and their environment, which results in a lack of belonging. However, through my experience in math circles and the many other math environments that I have been in throughout my journey, I've learned to benefit from my mistakes and not have fear in sharing ideas. Only then did I find a sense of belonging in math.

‍

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

‍

Next year, I see myself pursuing a degree in economics. In several years, I see myself teaching economics to a class, giving a lecture at a college, or advising a client or a firm on how they should manage their resources. While I do not have a definitive vision that far into the future, the common theme that I can see is a career built on sharing knowledge. Math circles has helped me pursue these goals by giving me skills like strong communication, which I have mostly learned from being an HSA. Communication is one of the most powerful tools you can have in your professional life and I have learned it from tasks like discussing lesson plans with my lead teachers, or debriefing after a lesson and identifying strengths and weaknesses.

‍

 Most importantly, math circles has taught me the value of teamwork. A challenging problem cannot always be solved by myself, and learning is maximized when  others are allowed to participate. My peers are always there to support me as I am there to support them. The same will carry on when I study economics in college, there will always be a community who can support me. Even in the professional world, like being a college professor, for example, I will always have colleagues who can guide me through challenges. Math circles has provided me with all the tools I need for success, wherever I may go.

‍