Note: This post is partly inspired by the following that I read a few weeks ago over at The Upside of Entropy. By the way, this link is supposed to tell you whether you’re right-brained or left brained. Although at first my little dancer was turning counter-clockwise, it stopped and started turning clock-wise after a couple of minutes. I am not sure what that means. Another multiple choice test kindly informed me that I use 55% of my left brain and 45% of my right brain, if you were wondering. Did I tell you that I simply hate taking multiple choice tests in general? Mostly because my answer usually does not fit neatly into any of the listed categories. But judging by the results I am more left-brained than right-brained, which means that I use logic, base my decisions on facts, am supposedly good at math and sciences, like order, form strategies, have a good sense of reality and am an overall pretty rational human being.
I am not sure how accurate this little number is, but the fact that it finds me left-brained comes as a bit of a surprise. If someone asked me what my best attributes were, rationality and logic would probably not be at the top of my list. See, I do not have the best track record for being “rational.” I’ve been known for making pretty irrational decisions throughout my life – even if they sort of made sense to me, my justifications were too twisted, skewed and far-fetched to even remotely resemble rational. You can get a flavor of it in an angry rant that I wrote to myself a couple of years ago. However, I will leave the element of rationality when it comes to adult real life decisions aside, and go back to the subject matter of left-brainedness at hand and apply it to my love/fear relationship with mathematics.
I was born into a family of scientists (my dad was a physicist, my mother is a biologist, my brother is a programmer, one of my grandmothers was a math teacher, I have an uncle who’s a doctor of chemistry, etc., etc.). Needless to say, my parents made a special effort to develop my “scientific” reasoning. I have been exposed to natural sciences since early childhood. See, at the age of five I knew more about insects and electricity than your average high schooler. My obsession with butterflies and cosmology comes from the early years of my formation as well. What does it have to do with math, you might ask? Well, having a physicist as a father would be one. And like all physicists that I’ve known in my entire life (and I’ve known quite a few – after all, my dad had many physicist friends alike), my father was obsessed with math and firmly believed that the best way of testing one’s intelligence was to give them a test in math. I am not going to argue for or against this belief – I am bringing this up merely to show you how highly math was valued in my family.
So my dad had this habit of giving me neat mathematical puzzles to solve – sometimes at dinner table, sometimes on the way to and from school. Some of these puzzles were on probabilities, which as an eight year old, I wasn’t able to solve. So my dad, jokingly and lovingly would mention that I am not all that bright after all. While I know that my dad was doing it merely to tease me and get my “mathematical” mind working, I think this was one and only and probably the worst pedagogical move he had ever made while bringing me up. It gave a complex - I am not all that bright when it comes to math. Well, I do have to admit that I am not as bright as either my dad or my brother when it comes to math (we’re talking genius here). And math geniuses have a certain way of thinking – they think in numbers, formulas, functions, whatever. That’s not how I think. Actually for a while I was pretty obsessed as to how exactly it was that I thought – that is whether I thought in concepts or words – but after having spent five years supposedly studying linguistics, I still haven’t found an answer to my question. But that’s a different topic that I won’t get into here – those who might have something to contribute are welcome to comment away.
Back to math – as an eight-year-old confused with probability problems I thought that math wasn’t my thing. I was good with words. I wrote pretty good essays even when in middle school, I knew how to speak well and speak impressively. But, given the fact that my primary Soviet education was pretty rigorous, with strong concentration on math and sciences, I did pretty well in those subjects as well. I loved biology. I really liked physics and chemistry. I got straight As in algebra and geometry. Until I decided to switch from English advanced school to math advanced school when I reached high school, mainly because my mother used to teach there, I had friends there and liked the teachers better. Needless to say, my childhood complex came back - I was horrified of not doing well in math (by that time we were covering trigonometry, spatial geometry and derivative calculus). Although my mother thought that my fears were ungrounded, she decided that it would be a good idea to ask one of my dad’s friends who was preparing students for college entrance math exams at the time to tutor me as well.[*]
So I started studying math with my dad’s friend, who was not only the best math teacher one could ever wish for, but was also one of the most patient and humble people that I have ever met. Besides building a solid foundation that helped me understand pretty complex mathematical concepts, he taught me the most important lesson that I could ever learn – if you want to be good at math you must not fear it. “Both you and me are people of average capabilities” he would tell me “one way of getting good at math is to practice enough.” I guess he was right, because I not only overcame my math phobia, but ended up really loving it to an extent that it would give me a high. I would look at a logarithmic equation and automatically picture its function in my head. Trigonometry came to me as a breeze. I thought derivative were cool. I thought math in general was cool. In the matter of several months we managed to finish the entire math high school curriculum and bragging aside, I was the best student in math in my new math advanced school, granted that a lot of the students had math tutors besides school as well.
My love affair with math ended shortly afterwards, since I spent my senior year as an exchange student in Northern Michigan. Because I had more math and science courses than I needed to graduate, I decided to take courses that I couldn’t take at home – like journalism, creative writing, economics, psychology –all the fun stuff.
I graduated high school and returned home barely making it on time for college entrance exams. Here I was faced with a dilemma –I was gone all year and didn’t “prepare” for the entrance exams and the only ones that I could handle were foreign language exams. I had two options – take a year off, study math and apply to School of Economics at Yerevan State, or take the said English exams and go to the Institute of Foreign Languages, which was shortly afterwards renamed as State University of Linguistics. By that time I had a pretty advanced knowledge of English, spoke the language fluently and both oral and written exams were pretty much a breeze. Besides, one thing that I liked more than anything else was the English language and was afraid that if I didn’t give myself an opportunity to use the language on a regular basis, I would soon forget it. At that time good knowledge of English was a highly marketable skill in Armenia and soon enough it landed me not only with my first teaching job, but with series of pretty darn important translating contracts that as an eighteen-year-old I was very proud of.
Needless to say, math was not a subject taught at the School of Linguistics. And let me also say that the five years spent in that school were not the most challenging thing that I ever had to accomplish. Actually, as sad as this sounds, up to this day, together with my recent graduate experience, I do not think that I have ever been as challenged or had to work harder than I did in … high school. I had long forgotten my love affair with math. I hardly went to class past my third year. I had a real job with a microfinance organization. I did translations on the side. I was super busy and math was the last thing that I thought about. Frankly, I never thought I would ever need to use math again besides everyday basic arithmetic. Little did I know that I was going to be proved wrong…
Given the length of this post, I am going to cut it off. The second part will be coming shortly, given the fact that soon enough math is going to acquire special relevance in the field of study that I am choosing to get into.
[*] As a side note, college entrance exams in Armenia up to this day are not standardized. Depending on the specialty of choice, students must take whatever exam is required for that particular department. For example, kids who want to go to medical school take an exam in chemistry and either physics and biology. Engineering schools require kids to take an exam in math and physics. Language schools require oral and written exam in the language of choice, and so on and so forth.