“A successful mathematics student involves building understanding through exploration, problem solving, discussion and hands-on experience and, evidently, through a teacher who has a clear understanding of the underlying structure of the mathematics taught” (Haylock 2010:3). Analyzing my personal journey through mathematics will allow me to explore whether my experiences have influenced my attitude towards mathematics. Starting by exploring the ways in which I was taught as a child, examining what framework was used for teaching mathematics, before continuing to explore whether education reforms and learning strategies could be influenced by experiences. I conclude by reflecting on my attitudes towards mathematics as an adult and a teacher-in-training, discussing how these will influence or influence the teaching methods I adopt. Entering formal education in 1991, I was taught through the revised version of the National Curriculum for Mathematics 1991 (DfE 2013b) introduced by the EducationalReform Act 1988. The two main principles of the National Curriculum were: firstly ensuring that all pupils learn and achieve and secondly promote pupils' spiritual, moral, social and cultural development (DES 1987). curriculum and associated testing aimed to standardize the content taught in schools in order to raise standards of achievement in mathematics. With the introduction of a national curriculum came the introduction of national tests, SATs, curricula, objectives and attainment levels. This was the framework in which my memories of mathematics were established (DfE 2013a). My earliest memories of learning maths are through teacher explanation followed by an activity to complete to show you that...... middle of paper ......UtusunOfsted. (2010). Learning: Creative approaches that raise standards. Available: http://www.creativitycultureeducation.org/wp-content/uploads/learning-creative-approaches-that-raise-standards-250.pdf. Last accessed 8 November 2013. Orton, A (2004). Learning mathematics: problems, theory and practice in the classroom. 3rd ed.London: Continuum. 49-57.Pound L and Lee T (2011). Teaching mathematics creatively. Oxon: Routledge Skemp, R (2002). Mathematics in primary school. 2nd ed. London: Taylor and Francis .Stewart, I (2013). The big mathematical problems. London: Profile BooksWilliam, P. (2008). Independent review of mathematics teaching in early years and primary schools. Available: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.go v.uk/publications/eOrderingDownload/Williams%20Mathematics.pdf. Last access November 1st 2013.