Finding Math Opportunities as an International Student

ConnectUs Blog Writer Lucia Kwag's Story

My first math competition in Canada was the Canadian Intermediate Mathematics Contest.

I placed in the top 25% internationally, which was successful. But when I looked through other students' results, something else caught my attention. I saw students who had clearly invested time, curiosity, and passion into the competition, yet their results did not always reflect the effort they had put in.

That made me re-think what it means to succeed in a math competition. Sometimes, the hardest part is not solving the problems themselves. It is finding the opportunity in the first place and having access to the concepts, resources, and preparation needed to approach unfamiliar problems with confidence.

For students who have recently moved to Canada or another country, this challenge can be even greater. Starting at a new school already means learning a new curriculum, meeting new people, and adjusting to a different academic environment. It can be easy to focus entirely on grades and overlook the opportunities that exist beyond the classroom.

For me, math competitions became one of those opportunities.

They introduced me to problems that were different from the questions I encountered in regular classes. Instead of simply applying formula I had already learned, I had to experiment, recognize patterns, and sometimes sit with a problem for much longer than I expected.

These experiences eventually inspired me to create VC Math Lab, a student initiative in Villanova College designed to help students explore mathematics beyond their regular coursework.

Math Does not Have to End When Class Does

In a typical math class, there is usually a clear path to an answer.

You learn a concept, practice it, complete an assignment, and prepare for a test.

Math competitions are completely different.

A problem might look unfamiliar even if you understand key concepts of mathematics. You may have to approach it from several different directions before finding a solution. Sometimes, the most valuable part of solving a problem is not getting the correct answer but understanding why your first few approaches did not work.

That process develops a different kind of mathematical thinking.

It also makes math feel less like a subject where there is always one prescribed method and more like a subject where creativity and persistence matter.

This was one of the reasons I wanted to create an environment where students could practice these skills altogether.

Building VC Math Lab

VC Math Lab started with a simple idea: students should have an accessible place to practice challenging math problems and prepare for contests.

Rather than treating competitions as something only for a small group of exceptionally advanced students participate in, I wanted to make them more approachable.

Since January of 2026, we worked through contest-style problems, discussed different approaches, and learned from mistakes. A Grade 9 student solved a problem using one method while a Grade 12 student found a completely different solution. Comparing those approaches was just as valuable as finding the answer itself.

More importantly, the initiative created a community around mathematics.

Students did not have to sit alone with a difficult problem.

They asked someone how they approached it. They were able to explain their own reasoning. They discovered that a problem they thought was impossible to solve became much more manageable after discussing it with someone else.

For me, this is what makes math meaningful.

Looking Beyond Your School

One of the biggest lessons I have learned is that students do not have to limit themselves to the opportunities immediately available at school.

In Canada, one organization worth knowing about is the University of Waterloo's Centre for Education in Mathematics and Computing (CEMC).

CEMC organizes a variety of mathematics and computing contests and provides resources that allow students to challenge themselves outside their normal classroom environment.

Among its well-known mathematics competitions are the Canadian Computing Competition, Euclid Mathematics Contest, and Canadian Senior Mathematics Contest, along with several other contests designed for different grades.

What makes these opportunities particularly valuable for international students is that students do not necessarily have to be physically in Canada to explore them. Many CEMC contests are written by students around the world through participating schools and institutions, while the CEMC website also provides past contest problems and other resources that students can use for preparation regardless of where they live.

You Don't Have to be a "Math Person"

There is also a misconception that math competitions are only for students who are already exceptionally good at mathematics.

I don't think that is the right way to look at them.

You do not have to expect yourself to achieve a top score on your first attempt. You do not even have to know whether you enjoy competitions yet.

You can simply try a few problems.

If they are difficult, that is normal.

In fact, difficulty is part of the point.

A competition problem can show you a type of mathematics that you would not normally encounter in class. It can reveal a gap in your knowledge, introduce you to a new strategy, or simply make you curious about why a solution works.

And if you discover that competitions are not for you, that is useful information too.

The goal should not always be to collect another award.

Sometimes the goal is to discover what you enjoy learning.

For International Students: Don't Be Afraid to Start Somewhere

Moving to another country can make students feel like they are starting from zero.

I felt like that way too.

It can be intimidating to enter a new school system and compare yourself with students who have grown up participating in activities you have never heard of. You might wonder whether you are already too late or whether you are qualified enough to participate.

But extracurricular communities do not have to be something you enter only after becoming an expert.

They can be where you become one.

Joining a math contest, attending a math club, or simply solving a few problems with classmates can be a small first step toward finding a community in a new environment.

And you do not necessarily have to wait for someone else to create that opportunity.

If your school does not have a math club, ask a teacher whether you can start one. If students are interested in a particular contest, organize preparation sessions. If you find a useful resource, share it with your classmates.

That is ultimately why I created VC Math Lab.

I wanted students to have a place where they could explore mathematics together—and hopefully realize that there is much more to math than what appears on a classroom test.

Math can be more than a subject. It can be a way to connect, explore, and find your place.

Lucia's LinkedIn: https://www.linkedin.com/in/yeda-lucia-kwag-8880073b4/