As a freshman in high school, my only priorities were making the basketball team and video-games. Math was not at the top of my list then. By junior year, I sparked a passion for mathematics. When a couple of my friends convinced me to show up to math team practice, I skeptically agreed. In a room full of clever and collaborative students, I discovered the elegance in problem solving. Math soon became my favorite part of every class. Creating math problems became my newest hobby. As a senior I created my own problems to help me study. I then learned to code in LaTeX and created study guides to help my classmates do well. I compressed all of that material into this website for anyone to use. A huge thank you to Mr. Draganski, Mr. Agin, and Doc. V for challenging me, helping me develop into a better problem solver, and inspiring me to help others. If I could give any advice to anyone interested in mathematics, it would be: stay curious, have fun, and join the math team if you haven't already.

Mathematics, in its purest sense, is an exploration of the truths that arise from various axioms. To wonder about the fundamental ontology of mathematics is an intriguing philosophical quandary. However, I believe it is more fructifying to consider the language of math. Math is, in the shape we know it, a deeply human construction---formed from centuries of collaboration and coetaneous brilliance of the world's greatest minds. The metaphysical nature of mathematics can be understood structurally, ignoring its ontogenesis. This structural logic encapsulates the beauty of doing mathematics---it is both fundamental and human. Human notation is used to express apodeictic truths that certainly exist independently of human thought. It is this blend of human artistry and scientific exploration that has made math---to me at least---the highest beauty.

I am dedicated to making math completely accessible for everyone. As I have advanced through STEM courses in middle and high school, I have increasingly noticed that I am only one of a few students of color. In my Sophomore year, I decided to be part of the change that needs to happen and started volunteering for the High Achieving Students of Color Math Program at Dawes Elementary, a course with the primary goal of helping students of color underperforming on standardized tests. I am now the lead volunteer (a position I have held since my Junior year) and have been a successful co-applicant on two successful 5k+ grants from Foundation 65. 

As long as I can remember, I've been attracted to math. When I was little, and still learning to reconcile with nuance and subjectivity, I enjoyed how straightforward and direct math was. As I've grown older however, I've begun to appreciate math as a creative and open ended subject more akin to art or writing than to other STEM fields. I'm a firm believer that a solid math background is important for solving quantitative and qualitative problems alike, and I'm proud of the way math influences my overall outlook on the world.