AGATA - Algebra tutor - Glasgow
AGATA - Algebra tutor - Glasgow

AGATA's profile and contact details have been verified by our team

AGATA

  • Rate R443
  • Response 1h
AGATA - Algebra tutor - Glasgow

R443/h

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  • Algebra
  • Trigonometry
  • Arithmetic
  • Geometry
  • Statistics
  • Thermodynamics

Experienced teacher offering Maths and Physics lessons up to Advanced - Higher level in Glasgow

  • Algebra
  • Trigonometry
  • Arithmetic
  • Geometry
  • Statistics
  • Thermodynamics

Lesson location

About AGATA

I am a dynamic and accomplished Teacher with over 25 years’ experience in research activity, teaching in High Schools at all levels, in Italy and Scotland. I have been giving private lessons in Italy for 20 years and I am currently working as a Maths and Physics Tutor in Glasgow.

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About the lesson

  • Adult education
  • Undergraduate
  • Secondary
  • +3

    • levels :

    Adult education

    Undergraduate

    Secondary

    Matric/GCSE

    AS Level

    A Level

  • English

Languages in which the lesson is available :

English

I aim to instill in my pupils an appreciation for commitment and engagement to the subject alongside a positive can-do attitude towards Mathematics and Physics, subjects that often looks daunting for children. Furthermore, I strive to form highly skilled mathematicians that can achieve excellence and go on to thrive in the top national Universities.
To create such a stimulating environment, there are some believes that I think every child should acquire, in addition to a positive can-do attitude: a critical approach to Math, as well as all the other subjects, and an understanding that Mathematics can be found in many aspects of life and therefore it is a very valuable asset for their future.

Math can often be seen as a ‘difficult’ subject for children. I believe that this reputation comes from the myth that Math requires specific talents that only few pupils have. I do not agree entirely with this statement. Indeed, I think that the only skills that a child requires in order to succeed in Math are analysis and synthesis – skills that they constantly use in every subject in school and in everyday life. My role is to help them translate those skills for my subject. I realise that this process may take longer for some pupils compared to their more ‘mathematical’ peers, but I also believe that with the right support everyone can improve. There will be different levels of results, of course, but my main goal is to keep encouraging my pupils to constantly better themselves. One method that I firmly believe helps children is positive reinforcement. Therefore, if one or more of my pupils are struggling, I will support them and dedicate some extra time to answer their doubts and concerns, but I will then try to help them focus more on their positive achievements rather than on their struggles, so that they can see their progress and feel motivated.
I have seen this method work in my experience with Kip McGraph, where I tutor children that are struggling both to achieve the national standards – National 5 – and to achieve excellence in the subject – Higher level.

After the pupils have developed a positive attitude and self-confidence, the next step is to encourage them to think critically. What I mean by this is to help them develop a critical and useful strategy to solve problems. Firstly, I always ask them to focus on the request of the problem – what exactly is been asked, what has been already given in the problem. I always encourage them to use their analytical skill. As I mentioned previously, this is a skill that everyone possesses and it is also the most important skill to have in mathematics. I always tell pupils to closely analyse every part of the problem. Secondly, I invite them to develop a strategy tailored for the specific problem. In order to do this they need to think about what mathematical tools are necessary to solve the problem, which means that they have to think critically about the different tools they have learnt and be able to choose the ones required in that context. This encourages them to keep refreshing past topics in order to fully understand new ones and also build on previous knowledge. Lastly, I ask pupils to constantly take a step back and question what they are doing – are they using a successful strategy? Is this the best tool to use? Are they using the tools in the best way? etc. I believe that analyzing what they are doing helps them develop a highly critical approach to mathematics and it also invites them to always find ways to better themselves. Most importantly, I think it teaches them to think about problem solving as an organic and forward-looking process, where everything is connected and has to be done for a good reason, from the first step to the last one.

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Rates

Rate

  • R443

Package rates

  • 5h: R2215
  • 10h: R4430

online

  • R443/h

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Verified qualification

AGATA's profile and contact details have been verified by our team

levels

Adult education

Undergraduate

Secondary

Matric/GCSE

AS Level

A Level

Languages in which the lesson is available

English

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