Imagine there are many college students today who are in the same predicament I was in when I was in college. As far back as I can remember, I was a student whose best subject was math, so, when I went to college, naturally I enrolled in math courses. I was never quite clear what I would do with a math degree, but I figured that, if I took courses I liked, eventually I would end up doing something I would enjoy.

My only role models were mathematicians who were teachers, so I assumed that teaching was what mathematicians did. I liked the idea, so upon graduation from college I immediately enrolled in graduate school to pursue a master's in education. At the same time, I worked full-time as a payroll manager. My estimation and problem-solving skills were often incorporated on the job, and computer courses I had taken in college gave me insight into the business applications of computer operations. I was able to implement an efficient method for collecting and processing payroll data on a weekly basis.

As soon as I completed my student teaching, I began teaching high school mathematics. Teaching was a wonderful experience for me. Every day was filled with new encounters. I was challenged to challenge others, to motivate students, and to encourage them to enjoy learning. Teaching left room for plenty of creativity, and I was constantly learning new things—new things about math and new things about people.