Jioo Nimkar

My lessons are one-to-one, interactive, and tailored to each student's needs. I believe that students learn mathematics best when they understand the ideas behind procedures, so I focus on developing conceptual understanding, mathematical reasoning, and problem-solving skills alongside fluency with calculations and techniques. Lessons typically involve working through problems together, discussing different approaches, identifying misconceptions, and building confidence in tackling unfamiliar questions.

My academic background combines mathematics and education. I completed a dual degree in Mathematics and Education (B.Sc. B.Ed.), where I studied both advanced mathematics and educational theory, including psychology, pedagogy, and curriculum design. More recently, I completed an MSc in Education (Research Design and Methodology) at the University of Oxford. My research has focused on mathematics education, how students learn mathematical ideas, and how teaching can be designed to support deeper understanding.

I have teaching experience in both classroom and individual settings. During my teacher training, I taught mathematics in schools and worked closely with students from diverse backgrounds. I have also worked with educational organisations on curriculum development, assessment design, and teacher professional development. Through this work, I have gained a strong understanding of how students think about mathematics and the challenges they commonly face.

In addition to teaching, I am an educational researcher. I have worked on large-scale educational research projects involving thousands of students and have contributed to the development and analysis of mathematics assessments. This experience helps me identify learning gaps, understand student errors, and design lessons that respond to individual needs rather than following a one-size-fits-all approach.

A typical lesson may include reviewing previous learning, introducing or strengthening key concepts, guided problem-solving, and independent practice with feedback. For younger learners, I incorporate discussion, visual representations, and activities that make mathematical ideas more meaningful and accessible. For older students, I place increasing emphasis on reasoning, problem-solving, and examination preparation where appropriate.

Above all, I aim to create a supportive and encouraging learning environment where students feel comfortable asking questions, making mistakes, and developing confidence in their mathematical thinking. My goal is not only to help students improve their performance in school but also to help them become more independent and confident learners.