A Quote by Pardis Sabeti

Had I to do it again, I would have been a math major, probably a double major, and did take a lot of math classes, but I would have taken a lot more. — © Pardis Sabeti
Had I to do it again, I would have been a math major, probably a double major, and did take a lot of math classes, but I would have taken a lot more.
I think we need more math majors who don't become mathematicians. More math major doctors, more math major high school teachers, more math major CEOs, more math major senators. But we won't get there unless we dump the stereotype that math is only worthwhile for kid geniuses.
I thought I was going to be a math major. My parents were both accountants and wanted me to major in business. Math was our compromise.
You know, students who major in elementary education - they're going to be grade school teachers - they have the highest rates of math anxiety of any college major. And they bring that into the classroom. So you find students being introduced to math concepts by teachers who may have not only a lack of training but also a lack of enthusiasm about math.
I'm a strong believer that you have to have an equal opportunity to fail and to try things that are hard. I always tell my students, "Don't just take things that are easy for you. If you're really good at math, don't take just math. Take classes that make you write. If you're a really great writer, but bad at math, take math and make yourself work your way through it."
In high school, a teacher once suggested that I be a math major in college. I thought, 'Me? You've got to be joking!' I mean, in junior high, I used to come home and cry because I was so afraid of my math homework. Seriously, I was terrified of math.
I was an undergrad math major and a grad student in computer science. I'm hugely introverted, not atypical of math majors.
There are a lot of jobs in the financial industry that do need a math major.
I thought about majoring in Math, Chemistry and English, but Math had the fewest requirements, so I went with it. I knew I wanted to teach, and Math was my field, so I studied Math.
Most students who take math classes aren't going to be mathematicians. They're going to be engineers, statisticians - in many ways, that's the more important mission of math education.
Most of the time I liked school and got good grades. In junior high, though, I hit a stumbling block with math - I used to come home and cry because of how frustrated I was! But after a few good teachers and a lot of perseverance, I ended up loving math and even choosing it as a major when I got to college.
When I originally entered UCLA, I had planned to go for a film major, but I kept finding myself taking math classes for fun, 'cause I missed them from high school!
When I got to college, I planned to be a math major, and, in addition to signing up for some math courses, I decided to take some philosophy. Quite by chance, I took a philosophy of science course in which the entire semester was devoted to reading Locke's Essay. I was hooked. For the next few semesters, I took nothing but philosophy and math courses, and it wasn't long before I realised that it was the philosophy that really moved me.
I noticed there were so many people, especially women, who would come up to me having recognized me from TV and say, 'I heard you were a math person, why math? Oh my gosh, I could never do math!' I could just see their self-esteem crumbling; I thought that was silly, so I wanted to make math more friendly and accessible.
Math-thinking, I would say, encourages flipping and substituting letters in words (in the novel, one of the boys double-majors in math and myth, for example, and his twin cracks a joke about the father's handwriting that morphs "cacography" into "dadography").
Usually, girls weren't encouraged to go to college and major in math and science. My high school calculus teacher, Ms. Paz Jensen, made math appealing and motivated me to continue studying it in college.
It was a weird stage of my life, to leave Simon & Garfunkel at the height of our success and become a math teacher. I would talk them through a math problem and ask if anyone had any questions, and they would say, 'What were the Beatles like?'
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