**Philosophy of Mathematics**

Unlike so many other subjects taken throughout the school career where there are infinite answers based on opinion, there can only be one finite answer, which within itself could contain more than one solution, determined and proven in the mathematics course. This makes the curriculum the most unique of all the lectures just like an individual student is to an entire class. Although the methods to problem solve for the solution may vary, the answer will is still remain one and the same. Opinion, reasoning, nor ideas hold any weight in arithmetic. This helps with leveling the classroom by keeping one student from out smarting another or providing stronger reasoning that can affect the class’s opinion. Mathematics provides processes that demonstrate a different form of thinking from the common school courses. In this way, the paths and methods within mathematics allow everyone to be equal. With all these attributes, it is no wonder that mathematics is the most used and seen aspect through life.

If any student uncovers a new process inside or outside of class, as a life guide, I will encourage his progress and provide him the opportunity to collaborate with his classmates. He should feel pride in his accomplishments and desire further exploration in mathematics. That pride and desire should expand to other courses where his opinion is significant, demonstrating that arithmetic can encourage students to progress in their school curriculum. Once mathematics opens door of support it can never be closed. For throughout life that opening will always be there to remind students and individuals that they can accomplish anything through the path of persistence and exploration. No matter which path one takes, how old one is, or how much mathematics one does, the door will never close and will remain open for mathematics and with my helpful hand as a teacher and guide. As a teacher, I, of course, hope to be memorable, but more so I hope that students remember the drive, encouragement, and anticipation that my course presents to them to make discoveries in life.

If any student uncovers a new process inside or outside of class, as a life guide, I will encourage his progress and provide him the opportunity to collaborate with his classmates. He should feel pride in his accomplishments and desire further exploration in mathematics. That pride and desire should expand to other courses where his opinion is significant, demonstrating that arithmetic can encourage students to progress in their school curriculum. Once mathematics opens door of support it can never be closed. For throughout life that opening will always be there to remind students and individuals that they can accomplish anything through the path of persistence and exploration. No matter which path one takes, how old one is, or how much mathematics one does, the door will never close and will remain open for mathematics and with my helpful hand as a teacher and guide. As a teacher, I, of course, hope to be memorable, but more so I hope that students remember the drive, encouragement, and anticipation that my course presents to them to make discoveries in life.