题目内容：

    Growing up, I thought math class was something to be endured, not enjoyed. I disliked memorizing formulas(公式) and taking tests, all for the dull goal of getting a good grade. One of my teachers told my mother that I was “slow”. But my problem wasn't with math itself. In fact, when a topic seemed particularly interesting, I would go to the library and read more about it.

By high school, no one told me that I could become a professional mathematician. What I wanted to do then was to play college football. My ambition was to get an athletic scholarship to attend a Big Ten school.

The chances of that happening were very low. But that didn’t stop my coaches from encouraging me to believe I could reach my goal, and preparing and pushing me to work for it. They made video tapes of my performances and sent them to college coaches around the country. In the end, a Big Ten school, Penn State, did offer me a scholarship.

I wish math teachers were more like football coaches. Students are affected by more than just the quality of a lesson plan. They also respond to the passion of their teachers and the engagement of their peers, and they seek a sense of purpose. They benefit from specific instructions and constant feedback(反馈).

Until I got to college, I didn't really know what mathematics was. I still thought of it as laborious(耗时费力的) calculations. Then my professor handed me a book and suggested that I think about a particular problem. It wasn't easy, but it was fascinating. My professor kept giving me problems, and I kept pursuing them, even though I couldn’t always solve them immediately. The mathematical research I was doing had little in common with what I did in my high school classrooms. Instead, it was closer to the math and logic puzzles I did on my own as a boy. It gave me that same sense of wonder and curiosity, and it rewarded creativity. I am now a Ph. D candidate in mathematics at the Massachusetts Institute of Technology.

1.Why did the writer think math class in school was “something to be endured” before entering college?

A.Because he wasn’t interested in math.

B.Because his math teachers didn't care to push him.

C.Because he was too smart and talented for math class.

D.Because he was training hard for an athletic scholarship.

2.According to the writer, students are affected by the following things from teachers or coaches EXCEPT ________.

A.a sense of purpose B.constant feedback

C.passion D.specific instructions

3.We can conclude that after entering college, the writer ________.

A.was busy looking for math problems to solve

B.studied on his own just as he was in high school

C.met with laborious calculations in his studies

D.began to realize what mathematics really is

4.What is the best title for the text?

A.Interest is the best teacher

B.Be the best—you can make it

C.Math, taught like football

D.Once your teacher, always your teacher