Students Speak: How Making Math Friends help make a Competitive Environment Collaborative
By Lina Liu
Lina Liu
Ever since I started taking proof-based math courses, I noticed a tension that exists in all of my classes at the beginning of each semester. There would be little to no conversation happening. The room would be still and quiet as our professor walked into the room right before lecture. Everyone was focused on trying to get through the course alone. As a first generation student and woman in math, I was not prepared to go through the courses alone. I knew I would need help.
Typically, the first few weeks of math courses are rough. Not only is the content hard, but everyone seems so intimidating. Wow, that was a cool question they asked, they must be SMART, I thought. It seemed as if my peers were both unapproachable and impressive. Even so, I knew I needed their help and therefore chose to embrace the awkwardness; I started to turn to my neighbors and ask, “Hey, I'm thinking about starting a group chat for this class, would you be interested in joining?” I would then add something along the lines of how this course will be easier with others, rather than going through it alone. Others nearby would want to join in, and as the intimidation cloud started to dissipate, the group chat formed. I started doing this during the first week of classes starting from first semester analysis, abstract algebra, and beyond. I found that showing up to lecture a little early and chatting with my peers before our professor came was a great time to form this community. We weren’t collaborating to get answers from one another, but rather to gain a better understanding of the material and to clarify questions from class when we may have been too intimidated to ask.
The results of these group chats were beautiful. Others started taking the initiative to set up times to meet and go over notes from class, study for exams, or talk through homework problems. Small groups of individuals would start to meet regularly (in-person or virtually), even on weekends.
Through the small chatter before and after class, we started to get to know one another and friendships started to form. At this point, we knew that we were in this together.
Personally, it's been rewarding to have friends I could talk to who share my struggle. The bonds that form through overcoming challenges are strong. This was especially helpful during the pandemic when I would ask others on Zoom if they wanted to form a group chat. Math stopped being an isolating experience. We started to celebrate each other's understanding of the material. In so many ways, math is more fun with friends.
As people started to open up, it was surprising what we learned about our first impressions of one another. “Oh, I was intimidated by you because you wouldn't stop asking the professor questions,” or “I was scared of you because it seemed like you knew everyone, but now I know everyone because of this group!” Our group chat turned into a big math family. When I felt insecure about myself, my friends would comfort me and remind me of my strengths.
I cannot stress how important it is to try and seek these connections in your undergraduate and graduate career. These connections will also help us further down the line no matter what we do with our math degrees. Without my friends, imposter syndrome would be harder to fight. We spent so much time together studying math that my friends began looking out for me in other aspects of my life as well. Sometimes they would remind me to take a break from a problem and I’d remind them that they need to eat food! The mutual care that we have for one another is incredibly endearing and sweet: I’m reaping the blessings of taking a competitive environment, and making it a collaborative and warm community. Other students can enjoy this as well by reaching out to others through the awkwardness and silence at the beginning of each term.
I'm so grateful for those who are in my math family (special shout out to Frank Rooney, Ron Yang, and Haochen Cheng) as they consistently encourage me and help me work on my scholarly identity.
Lina Liu earned her Bachelors of Science in Mathematics with an Honors Concentration at the University of Wisconsin–Madison, where she became a Ronald E. McNair scholar in May of 2022. Starting Fall 2022, she will be joining the School of Mathematics at the University of Minnesota, Twin Cities to work towards a Ph.D. in Mathematics.