I am currently studying Mathematics at the University of Bristol and I am passionate about making Maths accessible and enjoyable for everyone. But I believe the key to this is having a good understanding of the underlying processes behind Mathematical formulae, as well as being able to apply them effectively in an exam. This skill is integral to exam success but also essential for studying higher...
I am currently studying Mathematics at the University of Bristol and I am passionate about making Maths accessible and enjoyable for everyone. But I believe the key to this is having a good understanding of the underlying processes behind Mathematical formulae, as well as being able to apply them effectively in an exam. This skill is integral to exam success but also essential for studying higher level Mathematics as it equips students to think logically and creatively for themselves. At all levels of Mathematics, a deep level of understanding is key to success and enjoyment of the subject- both of which are interlinked and therefore important. Having attained A*s in AQA A-level Maths and Further Maths I understand the content thoroughly as well as the requirements to achieve a good grade under exam conditions. I have previously tutored younger students for a year during secondary school as part of a "Peer Mentoring" Scheme and since starting University in September 2021 have been tutoring Maths to GCSE students online. For each lesson I cover a topic and work through the areas of the curriculum that are the student's weakest. For the first part of the lesson I recap the topic from the previous lesson and then I go over the key concepts for the current topic, before ending with topic specific exam-style questions. However this method of teaching is flexible depending on each student's requirements and ability. Despite having studied AQA Maths, I am competent in all areas of Statistics, Applied and Pure Maths for both AQA and Edexcel and my exam expectations depend entirely on a student's own ambitions and capabilities.
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