Mathematics Tutoring From A University Mathematics Student ( 20/hr)

My focus is on understanding, not just applying a formula - as it is clear that students cannot build upon material they do not understand, which is key in Maths. Algebra for instance is a pillar of Mathematics that must be thoroughly understood in order to tackle more complicated problems. The new specification of A-Levels and GCSE's place problem-solving at the centre of focus, and so a surface-level understanding will often not suffice.

This understanding will be enforced through the following rubric: I shall work through an example, pausing whenever the student has questions. Then, once we are both satisfied with the first worked solution, we will do another, similar problem together. Here I act as a safety net, allowing the student to figure out what to do in an environment where the right step is a question away. Finally, after we are both satisfied that the student understands the general method required to solve a type of problem, we will work through a few more problems of that type (unless the student already shows sufficient understanding).

Concerning my background and credentials, I was always interested in Mathematics. My dad (a Maths Teacher for 20 years) taught me how to solve a Rubik's Cube when I was in High School - where I also achieved a 9 in GCSE Maths, as well as an A* in Further Mathematics. This informed my college subject choices - electing to do A-Level Maths, and Further Mathematics, in which I achieved an A* and A in respectively. My capabilities in Mathematics are best shown by the offer I received from Selwyn College, Cambridge to study Maths - which I turned down due to prior commitments.

In this sense, there is no topic in Mathematics I am out of my depth in, and I will always be able to aid your understanding, whatever the issue. I have experience tutoring Maths also - having worked for 6 months at a Maths tutoring company based in Huddersfield, as well as volunteering to help teach the 2019 cohort of Further Mathematicians at my former High School. This means I am usually able to quickly identify the gaps in knowledge (or in many cases, motivation - why the methods required are required) that students may have, and I have the tools to fill in those gaps with relative ease.