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“Two passions. Two languages. One voice.”

I’m a Gemini—twins by nature, and maybe by heart.

I’ve always wanted two of everything.

Two paths.

Two passions.

Two languages that shaped the way I see the world: math and English.

At first glance, they seem unrelated.

But to me, they’re both languages.

Each with its own logic, beauty, and rhythm.

A Natural Love—and an Unexpected Calling

I started teaching math through private, one-on-one lessons.

For me, math was instinctual.

I often said, “Math is in my veins.”

It came so naturally that I couldn’t understand why others struggled with it.

But in those quiet lessons, I began to see math through their eyes—

Students who felt math was a kind of torture,

who carried anxiety instead of curiosity.

And slowly, by following their rhythm,

I began to teach in a different way.

They grew. I grew.

They became better math students.

I became a better teacher.

I’ll never forget Mary, a student who had to study math and Latin during the summer.

The Latin teacher told me, “She hasn’t learned a word of Latin. But in math, she’s become the best in class. And I don’t know how you did that—but she’ll pass because of you.”

When Students Become the Teachers

There are students whose words never leave you.

One boy, while learning about asymptotes, stopped me with a look full of quiet wonder.

I had just explained: an asymptote is a line a curve approaches forever, but never touches.

And he whispered,

“How sad this is.”

I blinked. Sad?

He said, “The… never reaching. Forever.”

He wasn’t thinking about graphs.

He was thinking about life.

About longing. About never arriving.

In that moment, he made math human.

And I never forgot.

Then there was John.

Brilliant in literature, but convinced math was impossible.

He told me, “I’ll never be good at it.”

So I followed his pace. His doubts.

I tailored every step to him.

And when it clicked, he stared at me and said:

“That’s it? That’s what I didn’t understand? But… it’s so easy!”

That’s the magic I live for.

From English to Math… and Back Again

At the time, I had a degree in English.

I taught English privately—until my students asked me to help with math too.

And one day, they said:

“You’re a better math teacher than English!”

Teenagers don’t filter.

But they saw something true.

They pushed me: “Why don’t you teach math in school?”

So I started applying to schools—but always for English positions. It was, after all, the only degree I had.

Then, one day, a school called.

They needed a math teacher.

But the principal—Vincent—said,

“I believe you’re made for this job. But with an English degree, I can’t hire you to teach math. You need to study math—officially.”

So I enrolled.

The nearest university was far, but I traveled weekly—just one day a week—to listen to lectures.

And then I returned to class the next day to teach.

I was a teacher-student.

A student-teacher.

What I learned in university, I brought back to high school.

Not the exact content, but the spark.

The joy of math spoken with fire.

And my students felt it.

After four years, I earned my second degree.

In mathematics.

Not late. Not lost.

But right on time.

As if I had returned home to a language I had always known.

Where I Am Now

Today, I teach math in a linguistic high school—

Not the scientific route everyone expected.

But the one where my two loves could finally coexist.

Through CLIL, I teach math in English.

And some years, when I don’t, my students ask:

“Teacher, what will we learn in English this year?”

I don’t have to choose between passions anymore.

I teach both. I live both.

Because I believe math isn’t just about numbers.

And language isn’t just about words.

They’re both ways of understanding the world—and ourselves.