Rhei Ammaturo

Welcome to my profile! Below is some historical information about me and my tutoring experiences. For a short summary: I am doing a PhD in Mathematics and Statistics, and I have been a Maths tutor since 2018. I like problem solving and investigating things in depth, and I specialised in applied maths. As a tutor I like to plan my lessons based on the student's goals and preferences. I am happy to teach in person or remotely, and I am able to offer checking/marking of submitted work as well as providing notes to complement sessions.

In the last six years I have taught hundreds of hours of lessons, supporting students with their maths courses and/or university applications. Some of the things I have experience helping with are:
- A-level Maths and Further Maths.
- University level maths, specifically for applied, statistics or coding courses. For more details on this, please get in touch.
- Support with R and MATLAB software.
- Designing and delivering bespoke Knowledge Exchange classes, where the students explore maths topics based on their interests which may not be covered by traditional school syllabuses. This includes, for example, presenting topics from undergraduate courses to high school students interested in taking Maths/Engineering/Computer Sciences/Economics at University.
- Designing and delivering Reading Skills for Maths classes. In this course we looked at wider reading skills and how to apply these to mathematical sciences. Students had the chance to practice reading papers and identifying key information, as well as posing research questions for a topic of their choosing.
- Personal statement writing and review.
- MAT and TMUA exam preparation, covering essential test knowledge, exam skills and practice papers.

I would also be keen to help adults get into maths more as well, as I love the subject and I enjoy inspiring others to explore it more.

Feel free to get in touch if you'd like to chat about having a session with me :)

For more about me:
I did my first degree in Mathematics at Cambridge, where I focussed on applied maths courses such as mathematics applied to biology or physics. When in my second year I took part in outreaching opportunities and acted as a welcoming host for prospective students visiting my local college. Later in my course I joined as locally run STEM fair a science demonstrator, spending an afternoon chatting to folks of all ages about fluid dynamics and offering them a chance to play with non-Newtonian fluids.

After I graduated in 2018, I went on to do a research Masters in geophysical fluid dynamics. Around this time I started tutoring for undergraduate university students at Cambridge, covering in methods courses (e.g. ODEs, etc) and mathematical biology. It was also during this time that I worked as a student demonstrator at local primary schools, running STEM courses at after school clubs for KS2 students. Each session included a theory part and hands-on experiences for the kids to build small engineering projects, such as a catapult and a small battery powered circuit.

During COVID-19 lockdown I continued to offer support to university students remotely, primarily via video calls and marking their assigned work. Thanks to this experience I became more involved with online delivery of classes and built a substantial resources library for delivering sessions which I refer to when teaching these days. I continue to update this as I teach more classes on different topics of interest to the students.

In 2020 I begun my PhD at the University of Strathclyde, where I am currently based. My research primarily focuses on population modelling of scallops, and I use a mixture of ODEs, coding and statistics for this. In 2021 I started taking on more students looking for support with their A-levels or university entrance exams (e.g. MAT/TMUA). I also begun working at the University of Strathclyde as a tutor, supporting the delivery of classes from foundation year to third year undergraduate students.

My work as a tutor has given me exposure to a variety of maths courses and levels, and I feel confident I can guide students toward success with their maths courses. I would be very keen to have a prior discussion about a prospective student's interests and goals to ensure we are a good fit, and that they can get the best out of our sessions together.