Oliver

Hi,

I've been tutoring for ten years, with almost four thousand hours of recorded student time! I have a doctorate and a first class bachelor's degree, both in Mathematics, and love mathematics deeply. My first aim as a tutor is to provide Mathematical support for students of all ages, whether it be long division and tables in primary school, beginners algebra at secondary, or advanced material for formal qualifications such as GCSE, A-Level or BSc.

I am very interested in the theory and practice of teaching mathematics, but am also committed to providing numeracy and literacy support in general, to people of all ages.

I operate online, using an online whiteboard called Miro (free for the student and without registration), and Wire for the communication aspect. The latter is very simple, and totally free for one-to-one video meetings.

The obligatory enhanced DBS disclosure has been obtained and annually augmented via the Automatic Update Service.

Tutoring Experience

My tutoring is built on:

1) Ten years of tutoring Mathematics at Key Stage 2, Key Stage 3, GCSE, A Level, and very occasionally undergraduate levels. Previously, I have offered English and Spanish lessons, but no longer due to lack of student interest and practice.

2) An academic year spent lecturing at Aberystwyth University, providing modules 'Mathematics for Economists I' and 'Statistics for Economists'. (Includes workshops in R).

3) Problems classes and workshops during my PhD studies in Nottingham.

4) A desire to teach more in the future, and develop my skills wherever possible to do the best for my students. For example, I have gained a certificate in Language Studies from the Open University, to augment my English, Spanish and French skills.

5) The articulacy and thorough literacy required to write a doctoral thesis.

6) A desire to have fun while showing that mathematics is more than just boring number crunching, it's a way of life!

Tutoring Approach

Tutoring is important, but also very flexible. Tuition is based around the specific needs of each student, and their study circumstances. In general it is more important to instil the mathematical mode of thinking so that students can solve their own problems independently. All of these factors and many more combine to make tuition individual for each student.

The first hour is primarily an exploration of what the student has been doing recently at school, what they might be having problems with, and discovering a rapport that will help the process continue into later weeks.