I aim to guide students to enjoy and engage with mathematics. Often students have a phobia or disinterest in mathematics because of tis perceived difficulty. More often than not, the "walls" students hit are not due to a lack of intellect; rather they are being guided by what is typically very good and sensible intuition.

Formal mathematics is sometimes unintuitive, or, at least, one needs to retrain one's intuition to be in line with it. I aim to break down these mathematical "walls" for struggling students, by getting to the heart of their conceptual misunderstandings and illuminating mathematics from within.

This kind of approach to understanding a subject is far more enduring than simply learning by rote, doing drills and endless problems, and memorising as much as possible. Students armed with a thorough understanding of the underlying principles of mathematical formalism (expressed and communicated in language and terms personalised and understandable to them) have the tools to face mathematical problems and challenges without fear or stress, but with a foundational confidence that can reap many rewards.

I also like to give students context to the objects of their study, especially when they seem purely theoretical and non-applicable. There are many fascinating stories and legends in the history of mathematics, and many mind-blowing applications of seemingly abstract ideas in many areas of modern life, in science, engineering, and technologies we use every day.

I have tutored a number of students, from small children to young adults, and can adapt my teaching accordingly. Having tutored the famous "Part III" courses at Cambridge University, I am equipped to educate students to a high academic level. But my greatest strength is in personalising the tuition experience to the student, giving them a course that fits them ideally, and helps them past any obstacles they may have in the curricula required from them. I look forward to guiding more students to mathematical confidence and success.