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Ahmed
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- Algebra
- Trigonometry
- Geometry
- Logic
Experienced Ph. D from Kent University, England teaches Maths, Logic, Statistics, Calculus, Algebra, Trigonometry, and Geometry for all levels. Adapted and personalized methodology to meet your indivi
- Algebra
- Trigonometry
- Geometry
- Logic
Lesson location
About Ahmed
I am a Ph.D. in Applied Mathematics from the University of Kent at Canterbury, England.
I have 36 years of teaching mathematics and statistics subjects to O-Level, A-level, graduate, and undergraduate students in England, Brunei Darussalam, New Zealand, and Pakistan.
I have experience in teaching Mathematics and Statistics at renowned colleges and universities.
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About the lesson
- Primary
- Secondary
- SPM
- +8
levels :
Primary
Secondary
SPM
Form 6
STPM
Adult education
Bachelor
Masters
Diploma
Doctorate
Other
- English
All languages in which the lesson is available :
English
I have taught almost all courses of mathematics to O-Level, A-Level, graduate, and undergraduate classes and I am willing to teach any courses of Mathematics and some courses of Computer science.
I have found in my experiences that wherever you teach mathematics or any other subject, for example in Pakistan, England, Brunei Darussalam, New Zealand, etc., you will find that there are three types of students sitting in your class. The types are (i) Students with an excellent grasp of the subject (ii) Students who care less about teaching and learning in class and (iii) Students who are not interested at all in learning and understanding classroom teaching especially mathematics, which is generally considered to be boring and difficult to understand. Naturally, the philosophy of teaching mathematics should be such that the first category of the student does not get bored, and the second and third take interest in learning in class. It is because of this reason teaching and learning mathematics encompasses more than just the mathematics itself. My teaching methods, which I call balanced teaching and learning, are based on the gusto-interactions and assurances on the parts of both the teacher and the taught.
In the beginning, through short quizzes, I categorize students and find the depth of knowledge of the students sitting in the class. At the smallest level of knowledge of a weak student, which I call starting point, I start and try to bring everybody to the same level so that everybody takes interest in the lesson. Gustoenergies my mathematics classroom and stimulates my students. I thoroughly relish and am thrilled by mathematics and the teaching of mathematics. The atmosphere is transmittable; I feel my students can sense my enthusiasm and become more interested in mathematics themselves. I have found that nothing is more motivational to students than genuine interest in what they are learning. I trust that students learn mathematics best by doing mathematics and then working to communicate about mathematics.
I give more emphasis on classroom discussion in my mathematics class. The above said three categories are reduced to two groups. For the students in the above-said categories, the first category is divided among the rest of the categories to form two groups. My method of instruction depends on (i) the topic of the lesson and (ii) an explanation of related material and (iii) My own easy examples on the subject. This classroom interaction helps build relationships among students and between students and me and a facilitator and implementer. These various classroom practices help address the varied learning styles found in the mathematics classroom. I provide solutions to mathematical problems and give similar questions to solve in the classrooms and exercises to do at home and in the group.
I make use of technology in my classroom, but I make sure that students must understand what they are doing mathematically even when they use technology as an aid.
The duration of the class will be fifty to sixty minutes.
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Rates
Rate
- S$44
Pack rates
- 5h: S$220
- 10h: S$440
online
- S$44/h
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