Daniel

Cambridge University - BA Mathematics

I am a passionate Tutor with a decade of experience in guiding students towards university admissions, particularly in STEM fields. Additionally, I have represented the UK seven times in mental calculation competitions. My expertise extends to training both students and professionals globally, enhancing their proficiency in numerical skills.

Teaches:Statistics TMUA Maths Oxbridge Further Maths MAT STEP Computer Science

Curriculum:A-Level GCSE IGCSE Admissions

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Qualifications

A-Level:Qualified Online Tutor (Maths, Further Maths and Computer Science)

Cambridge Admissions:Qualified Online Tutor (STEP 1/2/3, TMUA (CTMUA) and Personal Statements)

University of Cambridge:BA Mathematics

Vetted Tutor

Personally Interviewed

Our tutors go through a rigorous selection process, having been interviewed to assess their teaching skills and subject knowledge. They have extensive tutoring experience with a track record of success, helping students achieve their academic goals.

Tutoring Experience

Tutoring Mathematics and coaching University Admissions since 2012. I am an International competitor at advanced mental Maths and a coach for the Junior Mental Calculation World Championship.

Additionally:

- 5 years of experience working as a software developer
- Provided specialist tutoring services - generally around STEM subjects and advanced Mathematics.
- Developer of techniques for coaching mental maths to professionals.
- Planned and delivered classes to small groups of students aged 12–18, introducing topics such as Python, Machine Learning, Calculus, Web development, Real

Analysis and Chemical Engineering:

- Tutored courses on BMAT and TSA preparation and on Interview Skills.
- Wrote the Mathematics and Science material of a new online course for BMAT, including assessment questions.
- Created and delivered a two-week course on Python and Computer Science, to international students aged 15–18.
- Private tuition with Mathematics, Programming, Physics and Chemistry.

Tutoring Approach

For new material, one principle I apply is cognitive load theory, which means that each new layer of understanding should build on top of existing knowledge in order not to overload our limited working memory.

For revising material that the student should mostly know, I follow the philosophy of "don't fix what's not broken" and address any gaps or errors in understanding within whatever frame that the student is already understanding, rather than re-teaching in a new and possibly contradictory way.