And for this passion to be meaningful, I also need to share it with others, to show them how interesting it is, not because I say it is interesting, but because I show what really is interesting in it. And I think these other people will rather be students than other mathematicians, because I observe that the mathematical subjects I am interested in are more likely to interest students than other professional mathematicians, because these subjects concern the kind of things the students are learning or could be learning.

I do not know why so few professional mathematicians are still interested in these elementary subjects and in the order in which to present them, whereas I see more interest in this kind of mathematical research than in the usual, more specialized ones (as the one I studied with good results for my PhD).

It may be because when they solved or understood something in one way they are satisfied and need to pass to another subject, whereas I continue to search for, multiply and compare the different solutions and ways of understanding of the same problem until I find the best one. So here, my subjects are the ones that the students are still learning and trying to understand or for which they still have a good curiosity, so that they can be interested, whereas most mathematicians already "know" all that and will not come back.

So I did not find enough interest to teach in a French University, which
yields little opportunity to innovate in curriculum and to introduce new
ideas. I only taught a few hours (62 in total) of problem solvings to undergraduate
classes during my PhD. There I observed that the students unfortunately
too often take the questions as "Apply the algorithm" orders like robots,
so make many operations to come to the answer, whereas the good understanding
was often to see how the answer was in fact more or less contained in the
previous questions.

I also passed the "Agrégation" exam. After that, I went to Romania
and did some voluntary teaching in high school (where it was easier to
be accepted than in University). First in a fixed school (in fact two in
parallel), then I sometimes presented my vision of Special Relativity theory
to different classes of high school or University, either in French or
in English, where the interactions and discussions with the pupils and
teachers enriched my experience and helped me develop this presentation
and the text I wrote in French on the subject. (In Romania, Special Relativity
is taught in the last class of high school, but it is a very different
understanding I propose). Also, even outside the normal studies, the French
teaching system makes it hard for students to keep both the time and interest
to learn other things or form research working groups.

Just last summer, during one week I introduced a gifted pupil just
finishing high school,to the General Relativity theory up to the expression
of its Einstein's equation. So it was difficult and sometimes I forgot
some details of explanations (that I explained later) but finally it was
a success.

So now I hope to find more opportunities for such a work with good major students in the USA, and more precisely in one of the top level higher education institutions.

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