For my first math biography, I interviewed a student here at the University of Illinois. Interestingly though, H , as he will be known, has had an interesting road getting to this point. As a general background, he is a native Korean and spent some of his early childhood there. After a period of time there, he moved to the United States, where he had the remaining part of his education, which was from 4th grade until now. Unfortunately, H did not remember too much of his education in Korea, although, he did mention that he enjoyed his time there. His early experiences here in the United States involved much work on his English, understandable since he did not know any when he first came. So often he would be pulled out of class or has special sessions with different ESL programs. That is how the majority of his early years were spent, until his English was good enough, except for math class. H was able to attend, understand, and excel at, not the normal math class, but the accelerated track very soon after arriving here. Math, being a language of its own, was more easily understood and H had little problem in this subject. Eventually, H s English caught up and he was placed in the advanced track in English and literature as well. By the time H had reached high school he was as normal as any other student attending school. He happened to be placed in the advanced track of the high school and went through without a problem. A testament to this is the fact that he was valedictorian of his high school his senior year. As far as his math classes went, he has finished algebra 1 in junior high school, and had geometry in his freshman year. This was followed by algebra his sophomore year, precalc his junior year, and <a href="/keyword/calculus-ab/" >calculus ab</a> his senior year (calc BC was not offered at his high school). When describing his teachers H noted some memorable moments in some classes. For the most part though, his teachers were nothing out of the ordinary. His teachers all followed the script that we have discussed in class. There were some group projects, lots of homework, tests, and quizzes. H did not have any favorite teachers of the math variety. All in all, average best describes his experience in the accelerated math track. More personally, H noted that he learned best in a rote fashion. This extends to his current situation. He has had a couple of math classes in college, and beyond simply doing problems is more difficult for him. He was never one to fully understand a math concept, at least no more than was necessary to do the problem. This is in a way fitting since fully understanding math would detract from the learning that he must do for his major (EE). Thus his math education has been very adequate plus a little more. Other observations that H had made about his math experience involved how he felt a...