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This is how 2 referees rated Charlie:

Charlie offers a discount of 50% on their first / introductory lesson!

## Maths |
Hourly Rate |

GCSE | £25.00 |

A-Level | £25.00 |

University | £25.00 |

Casual Learner | £25.00 |

Hello!

I'm Charlie and I have recently graduated from the University of Exeter where I obtained a first class master's degree in Mathematics. I have a profound interest in the intricate complexities of Mathematics, as well a deep passion for trying to communicate and present brilliant mathematics to anybody interested. I would love to lend any help and guidance I can to enable others to achieve the grades they desire and importantly, instil a lasting sense of mathematical curiosity and confidence in their mathematical abilities.

Aside from Mathematics I enjoy reading, listening to a wide range of music, and any outdoor pursuits, whether it be mountain biking, hiking, canoeing or climbing.

Having only recently finished my master’s, I haven’t taught Mathematics professionally in a school or any other educational institutions. However last summer I tutored a Mathematics student who had just finished his first year at university and had struggled with a couple of exams, meaning he had to retake them later in the summer. One meets a great many new concepts and ideas in the first year of a Mathematics degree which are absolutely fundamental to further study, but this plethora of new ideas can feel overwhelming. Some lecturers perhaps forget that taking on all these new ideas can be difficult, either because they are themselves incredibly gifted mathematicians or because they studied them a long time ago. I felt that I was able to better understand the problems which the student was having, and I really enjoyed trying to explain some of these fundamental concepts in a way which he found easier to understand than the lecture notes and tutorial problems he had been using. I received the following feedback from the student’s mother;

“Our son said Charlie was excellent at explaining things. He said he definitely benefited and wants to have regular sessions. He looked a lot happier last night so definitely of benefit. We are really grateful and know it has made a real difference to his confidence going into exams.”

As stated in the above section one of my interests is canoeing, and I have been involved with my local canoe club for the past thirteen years. During the Easter and summer holidays the club runs sessions for children from the surrounding area to try out canoeing, and over the years I have been involved in helping run these sessions. My role involved helping set up boats for the participants, teaching them the basic aspects of canoeing technique and offering encouragement and reassurance where necessary.

As stated above, I have a deep interest in mathematics, and I passionately believe that it is a subject in which anybody can find something which fascinates them. It would be my aim to share this passion with the student and nurture their mathematical curiosity as well as inspiring confidence in their mathematical abilities.

Mathematics is a subject which is seen by many as onerous and boring. We are taught ideas and techniques for solving particular problems which can seem pointless and arbitrary and seem to lack any sort of connection to the world outside the classroom. An analogy would be studying English Literature, but spending the whole time learning grammar and punctuation, and not actually seeing how these are combined with language and creativity to produce a beautiful poem or gripping novel. These ideas and techniques are undoubtedly fundamental and there would certainly be a reasonably large chunk of time spent on understanding them and consolidating them with past paper examples etc. However I feel that an approach based wholly on going through past papers and reproducing model solutions leads to a belief that Mathematics is entirely formulaic and to a stagnation in the student’s interest in the subject. My aim would be to cover the relevant material, first explaining the theory and addressing any problems of a conceptual nature that the student may be having. We would then work through and discuss particular examples which will enable the student to see how the theory is applied as well as enabling me to see if there are still any gaps in their understanding of that particular topic. Finally I would try to give the student some idea of what lies beyond that particular topic and why it is interesting or useful. This might involve showing how these ideas find application in the sciences, or by discussing related ideas which are particularly striking or interesting and how they were discovered/developed and by whom. I believe this last part will help put seemingly isolated ideas in a wider mathematical context and hopefully capture the student’s imagination, which will in turn consolidate their understanding of the mathematical ideas they are studying and motivate them to understand more.

**University of Exeter**(2016) - Mathematics (MMath) (Masters) (✔ On File)**Guildford County School**(2012) - Mathematics (A level) (College) (✔ On File)**Guildford County School**(2012) - Further Mathematics (A level) (College) (✔ On File)**Guildford County School**(2012) - English Literature (A level) (College) (✔ On File)

**Tags:** Godalming Maths tutor, Godalming GCSE Maths tutor, Godalming A-Level Maths tutor, Godalming University Maths tutor, Godalming Casual Learner Maths tutor

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