I have been teaching mathematics in Greenhill for about 7 years. I truly love teaching, both for the joy of sharing maths with students and for the possibility to revisit older themes and also improve my very own comprehension. I am confident in my talent to tutor a variety of basic training courses. I believe I have been fairly efficient as an educator, which is confirmed by my favorable student reviews in addition to plenty of unsolicited compliments I obtained from students.

The main aspects of education

In my belief, the two main sides of maths education are exploration of practical analytic skill sets and conceptual understanding. None of the two can be the single target in a reliable maths training course. My aim being an educator is to achieve the best harmony between the two.

I consider solid conceptual understanding is really essential for success in a basic maths course. Several of the most gorgeous views in mathematics are simple at their base or are built upon prior thoughts in straightforward methods. Among the goals of my teaching is to expose this clarity for my students, to improve their conceptual understanding and lower the frightening element of maths. A fundamental problem is the fact that the beauty of maths is usually at odds with its strictness. To a mathematician, the supreme understanding of a mathematical result is usually delivered by a mathematical evidence. Students generally do not think like mathematicians, and therefore are not actually geared up in order to take care of said matters. My task is to distil these ideas to their significance and describe them in as easy way as possible.

Extremely often, a well-drawn scheme or a quick translation of mathematical terminology into layman's terms is one of the most reliable method to inform a mathematical principle.

Learning through example

In a common initial or second-year maths training course, there are a number of abilities which trainees are expected to receive.

It is my belief that students normally master maths perfectly via example. For this reason after providing any type of new principles, most of time in my lessons is generally invested into resolving as many exercises as possible. I meticulously select my situations to have sufficient range to make sure that the trainees can recognise the functions that are usual to each and every from the features which are specific to a precise case. When developing new mathematical techniques, I often provide the content as though we, as a group, are learning it together. Commonly, I will certainly introduce an unfamiliar kind of issue to deal with, explain any type of problems that stop preceding approaches from being applied, advise an improved approach to the issue, and next carry it out to its rational ending. I believe this technique not only engages the students yet empowers them by making them a part of the mathematical process instead of just observers which are being informed on how to operate things.

Basically, the analytic and conceptual aspects of mathematics complement each other. A solid conceptual understanding forces the approaches for solving problems to seem even more usual, and thus simpler to absorb. Lacking this understanding, students can are likely to see these techniques as mystical formulas which they should fix in the mind. The even more competent of these trainees may still have the ability to resolve these problems, but the process comes to be useless and is not likely to become retained when the training course ends.

A solid experience in problem-solving also builds a conceptual understanding. Working through and seeing a variety of different examples boosts the psychological photo that one has regarding an abstract concept. Therefore, my goal is to highlight both sides of mathematics as plainly and briefly as possible, so that I optimize the student's capacity for success.