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Information About Daniel - Melksham tutor -

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Daniel offers a FREE first / introductory lesson!

Maths

Hourly Rate
GCSE £35.00
A-Level £35.00
University £35.00
Casual Learner £35.00

Entrance Exams

Hourly Rate
College £45.00
University £45.00

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Personal Description:

I'm a professional private tutor who teaches GCSE, A-level, University entrance exams, and University level Mathematics.

I hold a PhD in Applied Mathematics and Computer Science from the University of Bath, a Masters in Mathematical Biology (merit), and an undergraduate Masters in Mathematical Sciences (2:1). I was self-taught in mathematics during my A-Levels, and obtained an A grade in Mathematics and Further Mathematics. I also have an A-Level in history (grade A).

I love working one-on-one with students - particularly when they are hard working. It's a pleasure to see them develop.

Tutoring Experience:

I've been teaching for many years now, and have been tutoring professionally for three years. I've worked with many students ranging from key-stage three all the way up to university level. Most of my students have been A-Level students in Mathematics and Further Mathematics - but I'm by no means limited to that.

I've worked with students wanting help on a variety of different problems. For example, some students want to look primarily at preparation for exams, while other students want to work on their problem-solving skills or even to learn the course for the first time. I'm very flexible in how I can help.

I've also tutored students preparing for entrance into Cambridge and Oxford, taking the STEP and MAT exams (which are increasingly used by other universities as well), and I've helped students at university in mathematics and even mechanical engineering.

I also work for a private College in Bath, preparing students for examinations and teaching courses.

Tutoring Approach:

To become a strong mathematician, students must learn how to answer two types of question: Seen Questions and Unseen Questions. Seen questions are the ones that the student has already answered before as part of the course. What is being examined here is the student's ability to comprehend the answer and to reproduce it. Unseen questions, on the other hand, are questions that are unlike anything the student has answered before. These questions tests the student's originality. Both require different techniques to master.

Below I'll outline my technique for teaching the basics in mathematics, followed by a description of how I teach students how to answer 'seen; and 'unseen' type questions.

My general method of teaching mathematics is to break the subject down into a series of easy-to-master rules and routines, and then to guide the student through a series of questions, until those rules and routines become second nature. Of course, this is the key to teaching everything - but where I add value is that I know how to break down the subject and how to deliver it quickly. It's possible to do it yourself with the aid of textbooks (this is how I learnt it), but I can teach you in a fraction of the time.

To teach students how to answer the 'seen questions,' two things are needed. Firstly, the student should understand how the solution works. That is, they should be able to explain it to me. This is because the examiners will ask slight variations on the questions to check the students aren't applying the technique blindly. Secondly, students should practice as many different variations of the questions they can.

Answering 'unseen questions' is a very different skill. These types of questions are becoming more important with the new GCSE and A-Levels, and the STEP and MAT papers rely heavily on these. To tackle these questions, students must take what they know and apply it in original ways. Obviously the most important thing here is what you know - you can't solve problems if you don't have the tools. Once the student has mastered the tools, the next task is to teach them how to use them. Most students begin by just writing out equations they've seen before (which is how you answer seen questions). Sometimes they might stumble upon something resembling an answer, sometimes not. My job is to stop the student from doing this. I have them follow a routine of writing out the structure of their answer before they attempt the question (rather like planning an essay). At each stage, the student should be clear what it they are trying to do.

If all this sounds too serious or even overwhelming, don't worry, I don't expect you to be able to do everything at once. This is really a sample of the techniques I use to teach.

Beyond the technical questions, I try and keep the sessions balanced between having fun and working hard.

Native Language: English (British)
Availability: Weekends / Weekdays (all times)
References Available: Yes (✔ On File)

Qualifications:

  • University of Bath (2014) - PhD (Doctorate) (✔ On File)
  • University of Bath (2011) - BSc, Mathematical Biology, Merit (Masters) (✔ On File)
  • University of Bath (2009) - MMath, Mathematical Sciences (Masters) (✔ On File)
  • Sheffield College (2006) - A-Level, Mathematics, Further Mathematics, History, All A (College) (✘ Not On File)

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