1st lesson free
Noah's profile, qualifications and contact details have been verified by our experts
Noah
- Rate S$35
- Response 24h
-
Students1
Number of students accompanied by Noah since their arrival at Superprof
Number of students accompanied by Noah since their arrival at Superprof
S$35/h
Contact
1st lesson free
- Maths
MSci Theoretical Physics student at the University of Birmingham teaching maths for secondary school and A-level students
- Maths
Lesson location
About Noah
Hi! I'm Noah, a first-year MSci Theoretical Physics student at the University of Birmingham with a real passion for mathematics. During my time in sixth form, I tutored students at both GCSE and A-Level, quickly discovering how much I enjoy helping others build confidence and skill in maths. I love breaking down complex ideas and showing students how powerful and rewarding problem-solving can be. Whether you're preparing for exams or just looking to deepen your understanding, I aim to make lessons clear, focused, and tailored to your needs — always with the goal of making you a more confident and capable mathematician.
I offer a free 30-minute trial lesson so you can see how I teach, ask any questions, and decide if it’s a good fit — with no pressure or obligation to continue. It’s a great chance to experience my approach and discuss your goals before jumping in. If you're even slightly curious, give it a try — there’s nothing to lose and potentially a lot to gain! For those who it's of interest to; I achieved A*s in Maths, Further Maths and Physics A-levels, and am currently working at a high first in my degree program.
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About the lesson
- Secondary
- SPM
- STPM
- +1
levels :
Secondary
SPM
STPM
Form 6
- English
All languages in which the lesson is available :
English
My Teaching Methodology:
While understanding theory is important, I believe that true mathematical growth comes from applying that knowledge in diverse and challenging ways. A good mathematician doesn't just memorise methods—they develop problem-solving skills by using a variety of tools and techniques in unfamiliar contexts. That’s why my approach focuses on working through thoughtfully selected problems that encourage deeper thinking and creative application of concepts. This not only reinforces core skills but also builds the kind of flexible, analytical mindset that leads to real progress and long-term success.
Typical Lesson Structure:
Quick Recap: We begin by reviewing the previous session with a couple of short questions. This helps get into a mathematical frame of mind and refresh key ideas.
New Content: I introduce any new theory, techniques, or tools relevant to the current topic, keeping explanations clear and focused.
Guided Practice: Students start by solving simpler, scaffolded questions that highlight the core steps and reinforce the new material in a straightforward context.
Challenging Problems: We then shift to more complex or non-standard problems that require applying the theory in deeper, less obvious ways—this is where real understanding develops.
If a student is approaching exams, the structure adjusts accordingly. We shift focus to: past paper practice, mark scheme strategies, time management, and targeting weak spots.
Additionally, I am very happy to write additional practice questions, tailored specifically to the students needs as a form of "homework" if requested.
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Rates
Rate
- S$35
Pack rates
- 5h: S$138
- 10h: S$259
online
- S$35/h
free lessons
This first lesson is free to allow you to get to know your teacher so that they can best meet your needs.
- 30mins
Details
For in person lessons, the ability for these to occur depends upon the University timetable. While I am at the University during term, in person lessons can be provided in the near Edgbaston area, whereas out of term-time, in person lessons can be provided in the near Sandy, Bedfordshire area.
There is a minimum time of 1 hour for in person lessons, and additional cost will be a standard 7 pence per mile travelled when in Sandy; if in Birmingham, the cost of either the train or bus if required.
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