Daniel B

​My Experience:

• 8 years of mathematical studies post-16 experience (including two A-Levels mathematics qualification, studies at undergraduate and postgraduate level). 

• Researched, published, and consulted on papers in the field of Mathematical Ecology. 

• Teaching mathematics professionally with increasingly demanding responsibilities from 2007 to 2013, from starting as a Graduate Teaching Assistant to Lecturing A-Level Further Mathematics at Sixth forms. 

• Privately Tutored to various age groups since 2014, specialising in: 

  • GCSE Mathematics (Edexcel and AQA Exam boards) 

  • A-Level Mathematics and A-Level Further Mathematics, with specialities in Applied Mathematics and Decision Mathematics. 

  • Introductory University Level Mathematics – mostly for students who don’t specialise in maths but needed aid with various statistical analysis and models during their courses (such as t-tests or ANOVA for subjects such as Phycology, Biology, or mathematical modelling in subjects such as Economics. Business)

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My Approach:

I tailored lessons to enrich students’ mathematical knowledge in a relaxed, calm, and non-judgmental environment. I aim to help students over the long term by promoting detailed note taking and self-annotated examples, effectively a creating a notebook on their learning which they can immediately use as revision and support after leaving a topic and returning to it later. This is often a newer skill student’s need as many students school workbooks are less well structured, in many cases, containing only a teacher led worked example or two and pages of answers with little reference to the methods used, or even the original questions.

 

I am a believer of using modern technology in my lessons, and using the flipped classroom model (Bergmann and Sams, 2012). I believe that we should be technology to provide teaching of new skills by videos of the best teachers (which a student can pause, rewind, rewatch at will), and allow themselves to move on at their own pace as opposed to the often one-speed fits all classroom – where a scheme of work would force a class to move on, regardless if students in the class still struggle with the material. Instead, class teacher and tutors should primarily move to an individual supporting role, helping students in correcting misconceptions, pointing out pitfalls, giving tips and generally enabling the students learning. Using this approach to learning enables me to focus on developing a student’s skills in mathematical thinking, and exam rubric, consolidating weakness over time.  

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I also provide options for additional math support outside of traditional sessions. With modern tablets, Bluetooth stylus which allow for precision writing, and online workbooks, I can monitor and quickly assist students issues between sessions, by either provide short calls or leaving them audio-explanations on questions the student has identified as problematic. 

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About Me:

I’m a qualified mathematics teacher, with specific interests in applied mathematics and operational research, with additional interests in programming. While not my main line of work, I have created various websites for various clients, build and repair PCs, and maintain various small business’ accounts.  

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In my spare time, I enjoy puzzles and games, particularly which are cooperation, tactical or strategic in nature. I simply find problem solving, as a fun challenge, which likely lead to my love for mathematics.  

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I am also a goalkeeper in the sport of football, playing a minimum of twice a week to as a method of maintaining fitness and challenging myself physically. This includes various training sessions, 7/9-a-side leisure leagues and 11-a-side Veterans league. I have coached this position at the amateur level.