Information about Blake - Collingwood tutor - (2 reviews)
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I am currently studying a masters in pure mathematics at Melbourne university. I graduated with a first class honours in Mathematics from the UK (A average). I play and coach a high level of squash, and I am very passionate about mathematics.
Throughout my first three years at university I obtained straight A's in all my mathematics subjects. However, this was quite difficult for me. This was due to having a poor high school education many years previously. As such I had to relearn all of high school mathematics on my own, before returning to university. At university I always felt behind the curve, and that I had to work twice as hard as other students. This has put me in a great position for tutoring, especially for students that find the subject naturally difficult, since I have approached my learning from a perspective of a struggling student. This means I am acutely aware of where troubles in understanding come from, and exactly how to overcome them.
I am currently employed by the school of mathematics and statistics as a mathematics tutor for Calculus 2 at the university of Melbourne.
I have also been employed as a summer school mathematics tutor at the University of Glasgow in the UK. I have tutored high school mathematics for 5 years, but more recently I have been tutoring the following university subjects:
Calc 1, Calc 2, Linear Algebra, Complex Analysis, Real Analysis, Engineering Mathematics and Geometry (3rd year).
I believe that strong academic performance can be obtained by hard work together with good instruction. "Inherent ability" is nothing, I believe, but a result of these two important aspects. I pride myself on being able to both quickly identify the gaps in a students understanding, as well as how to effectively communicate these gaps to the student in a multitude of ways (visually, algebraically, by analogy, verbally, etc.) honing in on the way that makes the most sense for each student.
Usually there is only one or two bits of information that a student needs in order to understand something in mathematics. I believe that I am very good at identifying those things that the student needs in order to 'get it'. I learned this skill during my degree in maths, where I felt like it took me a long time to find the one thing I needed, and when I found it, I acutely remembered the thing that helped me get it.
Whilst tutoring students I attempt to keep a 40/60 ratio of student speaking or writing to tutor instructing. Keeping the student interacting and speaking provides a perfect way to do two things simultaneously: 1) checking the student understands the material on the spot, and 2) as the student interacts then they reinforce what we are covering to help with recall afterwards.
I also emphasise mathematical spoken language, since writing and speaking involve two different parts of the brain. Interacting with the student via both mediums allows for the student to become a lot more comfortable with the abstract symbols, both in writing and reading. Once the student understands how to properly ‘talk’ mathematics, then reading it on their own (subvocalisation) becomes possible, and hence the symbols become much easier to handle and less daunting. I believe this is one of the major aspects left out in high school education, and can make the difference between being intimidated by the symbols or feeling comfortable with them.
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Availability: Weekdays (all times)
References Available: Yes (✔ On File)
- University of Glasgow, UK (2017) - BSc. Mathematics with First Class Honours (Bachelors) (✔ On File)
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