First-Class Durham Maths graduate, top 10 of cohort and incoming Imperial MSc student, teaching Maths, MAT and STEP.

I am applying for this tuition role because I have a genuine passion for mathematics and, in particular, for helping students develop the confidence and problem-solving ability to tackle challenging problems independently. Having recently graduated from Durham University with a First Class Honours degree in Mathematics, ranked in the top 10 of my graduating cohort, I am now continuing my studies with an MSc in Pure Mathematics at Imperial College London. I have been tutoring mathematics since 2021, working with students from GCSE and A-Level through to undergraduate level. I have particularly enjoyed preparing students for competitive university admissions, including MAT and STEP, where success requires much more than simply knowing the syllabus. My approach focuses on developing rigorous mathematical reasoning, learning how to approach unfamiliar problems, and understanding why a solution works rather than simply memorising techniques. I have designed bespoke preparation courses and have helped multiple students go on to secure offers from Oxford and Cambridge. My own academic experience has also given me a strong understanding of the transition from school mathematics to university-level mathematics. At Durham, I developed a broad background across pure and applied mathematics, while also undertaking independent mathematical research and problem-solving through my work with the London Institute for Mathematical Sciences. I was fortunate to be mentored by Professor Yang-Hui He and to participate in research discussions and open problem-solving sessions across areas including geometry, topology and mathematical physics. Alongside tutoring, I have experience as an undergraduate mathematics marker at Durham, where I marked second-year assignments under faculty supervision. This strengthened my ability to assess mathematical arguments carefully and consistently, and gave me further insight into the common mistakes students make when presenting mathematical solutions. Ultimately, I would bring both strong mathematical ability and substantial practical tutoring experience to the role. I particularly enjoy seeing a student move from feeling that a problem is inaccessible to being able to solve it independently, and I would hope to bring that same enthusiasm, patience and rigour to my teaching.