In class, my peers and I would have rewards for whomever was able to multiply with the highest number. The fear of spankings began to push me towards being a multiplication whiz. I would recite the time(multiplication) table at home almost everyday. It would be entertaining for my mother; she loved seeing how excited her son was about school, even though it was mostly out of fear. The fear of mathematics shaped my early learning of the curriculum. I never used to love math because I was always forced to learn it. I was also, always taught the fundamentals of math, but never anything about the history of it until I arrived in the United States. I was originally born in the United States, but my return was at the age of nine. I was then placed into the fifth grade because of my previous learning in Nigeria. My placement in the fifth grade had ranked me ahead of my peers; what my guardians later realized was that it was a bad decision. In the beginning of the school year, I began flunking in Mathematics, English, and …show more content…
The geographical and language difference between the two countries seemed to throw me off. I felt like it would be impossible to learn about my previous interest of science ever again. I was later demoted a grade level. It was a weird feeling being with my peers at first because I felt as if I was a failure, and would not result in anything. I later learned that I was just a victim of the international divide of education. In which one country has a more advanced system of education than another. I was always criticized by my aunt and uncle in my fourth grade years for either being “too dumb” or “being too lazy.” I was saddened because I felt that I was putting forth the maximum amount of effort I could. I excelled in English, but was never able to get a grip on mathematics and science until middle school. In middle school I had a teacher that was very enthusiastic about science. He would be very excited and hyper as he walked into class every single