A math ​tutor from Marsden.

Many thanks for visiting my profile. I am a mathematics tutor at Marsden.

Students as active participants in learning

At the time I teach maths, there are 3 facilities I would like to strengthen in my students. I would like to impart measurable feeling, skills, and considerations for solving situations. These ideas lead me to create a teaching format where children should be involved participants in learning.

I want my learners to become able to share their confidences quantitatively and be able to prove whether those feelings align with the real life. I would like my students to be inventors. Once we work some examples, I have trainees advise techniques for various combination problems. This is an opportunity to stress that analysis is essential and one often can not know beforehand the way a situation can come out. I would like my learners to feel free to try things and explore. There are times they find techniques I had not looked at.

In any session, beyond the especial content, I clarify that mathematics may be amazing and that we have the ability to rate the human endeavour. I regularly set effects, similar to the development of calculus, in historical context. Alternatively, I demonstrate how maths has artistic value.

What I enjoy in my work

One of my preferred features of teaching maths is helping learners to understand the concepts underlying the theme at hand. I believe this attitude stems from my own respect of opportunities to view the big picture of mathematics as well as the way that separate parts of mathsematical content fit with each other. The time I began teaching as a graduate student, I realised that I sincerely loved collaborating with students and sharing my interest for mathematics with them. Although the subject matter changed, I enjoyed speaking of maths.

I do my best to illustrate ideas as clearly as you can and lay upon numerous scenarios. I make it a priority to be enthusiastic about the material. I usually have a prepared task for the end of the lesson in order that the learners get a possibility to work complications previous to they go out. In some cases this activity consists of practice difficulties, but other times it is an analysis of the theme on a deeper level.