I am a life long mathematician engaged in all levels of teaching and instructions.
My interest in private instruction lie in my belief that all children, adolescants and even adults, have the potential of becoming good at mathematics - if the teacher succeeds in presenting mathematics to them as a continuation of their own personal experiences of the world outside their minds.
The approach proved successful as it eased the transition from the models of thought related to handling quantities - to the expression of such quantities in terms of numbers, mathematical tools and expressions.
I am a graduate of the Imperial College of Science, London, England, and have tought at schools and uniersities, including Stanford University which invited me to come to teach in the United States.
My work in this area is personally ery satisfying as I watch the hesitance and een hostility of the child or the adolescent to Maths, turning into an exitement and pride - leading to the necessary self-confidence to handle more mathematical abstractions.
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The first encounter requires breaking down the social barrier, not by introducing the regime of 'teacher-student' but by listening and interacting with the child or the adolescant on diverse topics related to mathematrics.
Building the necessary self-confidence of the student in interacting with me is vvery important, so is the certainty that I am with him or her not to 'teach' but to help in understanding the beautiful world of mathematics - using the numbers and tools offered in school curricula.
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