What does the study of high school mathematics have to do with integrity?  In my years of teaching, I find many students are quick to give in when presented with a difficult problem in math and fall back on some perceived inability to comprehend mathematical concepts.  For some students this may be true; they have a math disability or simply a lower aptitude for math compared to other subjects.

For most, though, it is more a matter of unwillingness than inability.  Choosing to not do well and not being capable of performing well are two very different scenarios, and being honest about which one is really true goes to the heart of integrity.  Integrity is not simply being honest though; it is also being who we really are and being true to whom we can become.  How can one grow into their full potential if they impose artificial limits on themselves?  Shortchanging our own growth, whether mathematically or personally, is a violation of our integrity.  Growing into our potential can be difficult, frustrating, and requires discipline.  It requires us to think objectively, not subjectively, about ourselves and our work.  A successful math student is honest about what she/he knows and doesn’t know, and also honestly addresses the effort needed to be a successful student.

Lastly, in both math and personal growth, when we arrive at an answer we do not like – even though the steps we followed were correct – we must learn that it is not helpful to argue against the answer but rather to accept it and possibly see where it can take us next.  It is through our “right” answers and our mistakes that we learn in math class and grow as people.