Personal Statement:Mathematics 5

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Mathematics Personal Statement

I love the challenge that Mathematics can provide. No other subject offers me the reward of total satisfaction in successfully tackling a problem that might have seemed insurmountable but is later discovered to have required only a different approach

I have a real passion for learning and Mathematics is helping me to develop a more logical and systematic approach to study. The increasingly analytical approach is helping me in many ways not all of which, are science based

I have chosen to study a degree in Mathematics because I take a keen interest in the subject at 'A' level, and I find Mathematics deals with the most fundamental concepts, which in turn helps me to understand more complicated parts of everyday life

I have a particular interest in the Mechanics side of Mathematics, and I feel that my study of Mathematics 'AS' level helps with my understanding of this a great deal. I greatly enjoy the Mechanical side of Mathematics and achieved 100% in the AS Mechanics module. The Chemistry 'AS' level I am currently studying also helps with my grasp of nuclear Mathematics and understanding of many processes involved in Maths. The 'AS' level I have completed in Geography gives me a different view on the world in general, and I feel studying a less 'scientific' subject has also helped me to better understand people and society

Outside College one of my main hobbies is Model Rocketry, in which I have designed and flown many models. This has greatly helped my understanding of many principles involved in Physics, and I thoroughly enjoy the challenge of designing and building something myself, often using concepts in the design that I have learned in Mathematics'A' level

I also completed one week's 'Work Experience' with Cumbria Constabulary, which taught me many skills, both dealing with people and organisation skills in the office. During this time I visited many departments, which showed me a wide range of workplaces and types of work

I take an active part in school life, and was part of an engineering team that came 3rd in the Student Innovation Challenge 2001 Semi Finals. I also voluntarily help the younger year groups in Mathematics I am a keen Inline Skater and regularly practice, and also am the Webmaster of a site that teaches others about the sport. I have entered a number of regional competitions, and won several prizes. I enjoy the challenge of competition, and the sense of achievement at succeeding in the sport, and I feel that this helps me to relax and have a less strenuous side to life, being a sport based on imagination and individuality, rather than strict rules

I have also been involved in the Scouting movement for the last 10 years, and being a member of the Scout Troop taught me many improvisation and problem solving skills, as well as working in a team to achieve a common objective. Helping to run the Scout Troop taught me to deal with younger people, and to organise activities and think of new ideas for things to do as a Troop

I am looking forward to continuing to develop my great interest in Mathematicsat university. I am currently looking at the diverse range of options that would be available to me employment-wise following a degree in this field.

Comments

General Comments:

This PS needs a lot of work done on it. It suffers from being too generic and vague – it needs more detail and specific examples to back up what is being said. For example, this could come from extra reading outside of their normal A Level syllabus, or mentioning the maths in the model rockets. At least 2/3 of the PS should be directly related to mathematics. The applicant also uses far too many capital letters where it is unnecessary, and the number of paragraphs will make it difficult to fit into the tight constraints set by UCAS. Also, there are too many sentences starting with 'I', which means that the PS doesn't flow very well.

Comments on the statement:

I love the challenge that mathematics this should only be capitalised when naming a qualification can provide. No other subject offers me the reward of total satisfaction in successfully tackling a problem that might have seemed insurmountable but is later discovered to have required only a different approach. Full stops are needed at the end of the paragraph!

This is an OK start, and it immediately gives a reason as to why the candidate has chosen to apply for maths. However, the reason is not backed up with any examples. It would be more convincing if evidence of a problem requiring an unusual approach is provided, but more importantly would show you are engaging with the maths you are doing.

I have a real passion overused word in PSs for learning and mathematics is helping me to develop a more logical and systematic approach to study. The increasingly analytical approach is helping me in many ways not all of which, are science based

Although the applicant makes a good point (mathematics provides transferrable skills), it’s been lost in the paragraph - and could be made more explicitly. E.g. ‘The transferrable skills I have acquired from studying mathematics, in particular improving my ability to think logically and systematically, have helped me a great deal in other subjects. For example...’.

I have chosen to study a degree in Mathematics because I take a keen interest in the subject at 'A' level, Obviously, it goes without saying and I find mathematics deals with the most fundamental concepts, which in turn helps me to understand more complicated parts of everyday life Like what?

A degree in maths is going to be very academic, and any understanding of everyday life from the study of the subject would need a good example. Up until now there have been no specifics throughout the personal statement, and the short paragraphs seem to dodge around developing a good idea. Any ideas need further expansion than what is given here.

I have a particular interest in the mechanics side of mathematics, and I feel that my study of Mathematics 'AS' level helps with my understanding of this a great deal. This is self-explanatory and doesn’t need expressing in a PS. I greatly enjoy the Mechanical side of Mathematics this is repeating what has already been said and achieved 100% in the AS Mechanics module. This should be conveyed by the referee, not the applicant, who will comment on the applicants suitability to study maths at university. The Chemistry 'AS' having the apostrophes around the AS wastes space – ‘AS Level’ and ‘A Level’ are fine level I am currently studying also helps with my grasp of nuclear mathematics and understanding of many processes involved in maths. Keep consistent – either ‘maths’ or ‘mathematics’ the whole way through a PS The 'AS' level I have completed in geography gives me a different view on the world in general, and I feel studying a less 'scientific' subject has also helped me to better understand people and society This whole section on other subjects is irrelevant, as these are just traits that every geography and chemistry student is expected to have by the end of the course, they're not unique to the applicant and the uni will be well aware of what the applicant has been taught in A Level Chemistry so it doesn't need to be addressed. School studies only need to be mentioned if they happen to be particularly relevant to their application, such as he did something very maths based for coursework in physics. General analysis of what the applicant has learnt during their course aren't needed because its generic. Instead, the space here could be better used explaining particular modules in maths that the candidate enjoys and why.

Outside college one of my main hobbies is model rocketry, in which I have designed and flown many models. This has greatly helped my understanding of many principles involved in physics, and I thoroughly enjoy the challenge of designing and building something myself, often using concepts in the design that I have learned in Mathematics 'A' level added a space here – be careful to proofread the statement.

A good paragraph as it links an interest quite clearly with the subject; however, it needs to explain the types of maths that they used to really show their interest. E.g. what areas of maths do you use? Which design concepts? How does this relate to what you said earlier about maths being about transferable skills?

I also completed one week's work experience with Cumbria Constabulary, it’s not necessary to say where – just say ‘with the police’ or something which taught me many skills, both dealing with people and organisation skills in the office. During this time I visited many departments, which showed me a wide range of workplaces and types of work

Although it’s good to mention outside interests and activities, it is better to stick to those that are directly relevant to the subject. Talking about mathematics would be more useful.

I take an active part in school life, and was part of an engineering team that came third in the Student Innovation Challenge 2001 Semi Finals. I also voluntarily help the younger year groups in Mathematics. Added full stop. I am a keen inline skater and regularly practise, and also am the webmaster of a site that teaches others about the sport. I have entered a number of regional competitions, and won several prizes. I enjoy the challenge of competition, and the sense of achievement at succeeding in the sport, and I feel that this helps me to relax and have a less strenuous side to life, being a sport based on imagination and individuality, rather than strict rules

This paragraph seems unbalanced. There are two lines on the most relevant extra curricular interests - engineering and teaching and the rest of the paragraph is on inline skating. Include the former two interests in or after the paragraph about model rocketry (interests relating to maths should be together). The student innovation achievement need only be mentioned briefly as you have already talked about the link between maths and engineering in the rocketry paragraph. This EC section is fine (when tied with the bit below) as they need roughly a paragraph, so 3-4 sentences perhaps, about their "extra" life.

I have also been involved in the Scouting movement for the last ten numbers should be written out alphabetically years, and being a member of the Scout Troop taught me many improvisation and problem solving skills, as well as working in a team to achieve a common objective. Helping to run the Scout Troop taught me to deal with younger people, and to organise activities and think of new ideas for things to do as a Troop

I am looking forward to continuing to develop my great interest in mathematics at university. I am currently looking at the diverse range of options that would be available to me employment-wise following a degree in this field.

It is much better to say what you have looked at and how mathematics will help you get there. This conclusion isn’t particularly strong and could be redone to make a strong statement about why you have chosen to do maths at degree level. You don't necessarily have to talk about employment prospects if this isn't something you have looked at or have a clear idea about what you want to do. Universities want students who will be enthusiastic about studying maths for the next 3 or 4 years of their life, who will enjoy the academic stimulation and will be fun to teach. What the student goes and does after graduating is irrelevant!