Throughout my school life I have always found mathematics enjoyable and interesting, I enjoy the challenge of maths, I like logical thinking and problem solving. I was quite confident in my abilities throughout my primary school years. In the infant classes I used Heinemann workbooks and really enjoyed working through the booklets and I always felt a sense of achievement when I moved up a level. When I progressed further up the school a lasting memory of mathematics was chanting times tables out as a class and having times table tests resulting in achieving bronze, silver and gold certificates. On leaving primary school I took my SATs exams, this was the first time that we were tested and assessed based on levels and my SATs scored determined where I was placed in my secondary school. I was placed in a low set for maths and this really knocked my confidence in the subject area, something that I was always so positive about turned into something that I had little interest in. I found myself being less challenged, I was missing my drive, the work just wasn’t engaging me. My teachers notice this and decided to move me to a higher set, I believe this action allowed my passion for mathematics to ignite again as I was being challenged in interesting ways, I didn’t always get the correct answers and I didn’t always understand the learning first time around but my teachers always came up with ways of simplifying the workings behind the answers. I left high school with an A grade GCSE in mathematics and I am so proud of how I achieved that grade. I believe that after experiencing both positive and negative experiences of mathematics myself allows me to create an environment within the classroom that will reduce maths anxiety for learners who may not share the same passion and enjoyment as I do.