Ryan

I am a Mathematics graduate from Cambridge University, with experience in all areas of mathematics, core maths, Mechanics and Statistics. I also have a detailed understanding of university level mathematics

I have studied all 18 mathematics A-level modules, I am therefore able to teach both maths and further maths for all examiners (AQA, OCR etc.). I am also an ex exam marker for STEP, the entrance exam for Cambridge.

Due to the expertise and resources that I can offer students my prices are expensive, however I offer the first lesson for free and a 100% money back guarantee if you are not fully satisfied with the sessions after the first month.

Tutoring Experience

I have taught, GCSE, A-level and University students (Over 2000 hours taught), working with some students for several years. For each of these students the tutoring led to a better understanding of mathematics and hence led to an improvement in their final grades, as well as their fundamental understanding of both mathematics and logic. I have also worked with several students on their applications to Cambridge University and with the STEP entrance exam.

Tutoring Approach

I aim to help students develop a full understanding of both the content and techniques used in their course rather that just regurgitate answers. The best way to do this is to start with simple problems that they are able to solve and to gradually build on these so they can solve harder and harder questions (Often writing my own questions to bridge gaps so they can reach the harder questions).

For every hour of tutoring I provide multiple hours worth of content and out of lesson learning so that students can continue to both develop and retain the knowledge they have learnt. This includes many free resources specially made by myself.

As exams approach we often attempt the toughest of questions, sometimes much tougher than exam questions, so that they find the exam questions to be simpler than what they have seen.

I aim to teach a full understanding of the course and the techniques used rather than just teaching students how to regurgitate answers. I start with simple problems and gradually increase their difficulty until exam questions become simpler than the questions I set them