文章目录[隐藏]
- 你为什么想学习这个课程或学科？
- 你的资质和学习如何帮助你准备这门课程或科目？
- 你在教育之外还做了哪些准备工作？这些经历为什么有用？
- Why do you want to study this course or subject?
- How have your qualifications and studies helped you to prepare for this course or subject?
- What else have you done to prepare outside of education, and why are these experiences useful?
牛津大学（埃克塞特学院）、伦敦帝国理工学院、华威大学、伦敦大学学院和巴斯大学的大学申请所写。
你为什么想学习这个课程或学科？
我对数学的兴趣最初是在考虑如何用单一方程描述一组平面上的良定义点时产生的。很明显，可以在这些点中画出曲线，但由于我在10年级时知识有限，我不得不自己研究如何推导出这样的曲线方程。从那时起，我开始欣赏数学中众多多样主题的相互关联，比如数论与密码学之间的关系，正如马库斯·杜·索托伊的《素数之乐》中所解释的那样。在当今不断发展的社会中，我觉得理解这些简明的理论非常令人兴奋，这些理论既可以应用于许多行业，也可以通过广泛研究形成新理论。
在A-level课程中，最吸引我的主题是差异化教学。它的核心是极限的概念，直接涉及无穷大和无穷小。我第一次在克莱格的《无限简史》中读到康托尔的连续统假说，从那时起我对无限的理解也有所发展。与无限的悖论以及所有关于无限的反直觉论证激励我深入研究无限，因此我期待那些引人入胜的分析课程。
“数学美可能很难定义，但这对任何形式的美同样适用。”——哈代在《数学家的辩护》中。我同意哈代的看法，因为我觉得数学美感难以言表，却又如此普遍。然而，我认为学校层面的数学已经失去了它的美感，因为对定理证明的重视不足，重点更多放在定理的最终结果上。我认为它们同样重要，因为其中一个离不开另一个：没有证明就无法归类为定理;没有定理，也无法证明。不过，我遇到的数学很美，主要是证明，因此我期待大学阶段严格的数学教学，这更重视理解。
你的资质和学习如何帮助你准备这门课程或科目？
目前，我通过每周参加延伸数学课程感到一些刺激，内容涵盖超出常规A-Level课程的主题，比如欧几里得算法、斐波那契数列、连续统假设和归纳法证明。
数学在编程、医学影像和密码破译等无数学科中，已有数千年历史。我参加了帝国理工学院的一场题为“数学如何驱动计算”的讲座，一位讲师讲述了他如何通过博士研究为航空公司时刻安排做出重大贡献。数学不断演进和创新，作为解决问题和推动社会进步的工具，深深吸引了我。
业余时间，我经常在网上撰写关于编程技术的文章，比如图像缩放和碰撞检测，已有50多人订阅。此外，我还因自己开发的一个项目获得了奖项。
数学的复杂性、精确性和公理化方法一直吸引着我，我希望在大学里能更加欣赏它们的效用。
你在教育之外还做了哪些准备工作？这些经历为什么有用？
我是一名学长，这提升了我的领导能力。我作为校队成员参加校际曲棍球比赛，从十岁起就开始练习跆拳道。我觉得桥牌很有趣，也曾代表学校参加过各种比赛。我也打鼓四年了。此外，我参加J·S·米尔协会，讨论政治和经济问题。
AI点评
这份个人陈述展现了他对数学的强烈且真诚的热情，并结合了相关的学术兴趣和课外活动。申请人有效地将他们对微分和无穷等数学概念的热情与追求更严谨大学学习的愿望联系起来。具体引用书籍和讲座能增加深度，展现求知欲。
为了改进，声明应当围绕新UCAS章节进行更清晰的结构设计，以提升可读性和影响力。进一步阐明为什么正规教育之外的某些经历（如编程项目、领导角色）在准备数学学位时具有价值，将加强第三部分。避免轻微重复（例如在资格考试和课外活动中提及讲座和项目）也有助于保持专注。
总体而言，该声明与2026年生效的新UCAS个人陈述格式最佳实践高度契合，强调动机、准备和相关经验，同时保持申请者的真实声音。
附上英文版
Why do you want to study this course or subject?
My interest in Mathematics initially developed when I began to consider how a set of well-defined points on a plane could be described by a single equation. It was clear that a curve could be drawn through the set of points but, as my knowledge was limited in Year 10, I had to pursue my own research to learn how to deduce the equation of such a curve. Since then, I have come to appreciate how the many diverse topics in Maths are connected, such as the relationship between number theory and cryptography, as explained in Marcus du Sautoy's 'Music of the Primes'. I find the prospect of understanding such succinct theories, which can be applied in many industries, as well as forming new ones through extensive research, very exciting in today's ever advancing society.
The topic to have engaged me the most at A-level has been differentiation. It is centred on the idea of limits, which relates directly to infinity and infinitesimals. I first read about Cantor's continuum hypothesis in Clegg's 'A Brief History of Infinity', and my understanding of infinity has evolved since then. The paradoxes associated with infinity and all the counter-intuitive arguments put forward about infinity motivate me to study infinity in detail, and I therefore look forward to the intriguing courses on analysis.
'It may be very hard to define mathematical beauty, but that is just as true of beauty of any kind' - Hardy in 'A Mathematician's Apology'. I agree with Hardy, for I feel that mathematical beauty is inexpressible and yet so common. However, I believe that Maths at school level has lost its beauty, as there is not enough emphasis on the proofs of theorems and the focus lies in the end result of a theorem instead. My opinion is that they are equally important, as one cannot exist without the other: you cannot classify something as a theorem unless it has a proof and you cannot have a proof unless it leads to a theorem. However, I have only come across beautiful Maths in proofs and I therefore look forward to the rigorous approach of being taught Maths at university level, which gives more importance to understanding.
How have your qualifications and studies helped you to prepare for this course or subject?
Currently, I find some stimulation in attending weekly extension Maths lessons, covering topics that go beyond the regular A-Level syllabus, such as Euclid's algorithm, the Fibonacci sequence, the continuum hypothesis and proof by induction.
Maths has been a vital tool in innumerable disciplines, such as programming, medical imaging and code breaking, for thousands of years. I attended a lecture on 'How Mathematics Drives Computing' at Imperial College, where a lecturer explained how he was able to contribute significantly to airline scheduling via his PhD research work. Such constant evolution and innovation in Maths, with its potential as an instrument of solving problems and progressing society, attracts me greatly.
In my spare time, I write Internet articles frequently on programming techniques, such as image scaling and collision detection, to which over 50 people are subscribed. Moreover, I have received a prize for a project I developed myself.
Sophistication, precision and the axiomatic approach of mathematics have always appealed to me and I hope to appreciate their efficacy to an even greater extent at university.
What else have you done to prepare outside of education, and why are these experiences useful?
I am a School Prefect, which has enhanced my leadership skills. I participate in inter-school hockey matches as part of our School's team, and I have practised the art of Taekwondo since I was ten years old. I find Bridge interesting and have represented my School in various competitions. I have also been playing the drums for four years. Furthermore, I attend the J S Mill Society, where issues of politics and economics are discussed.
