How I conduct my maths tuition

 

My approach to tutoring students in Singapore GCE O level mathematics...

start with the why and how of the mathematical concepts. Next I would guide them through standard solutions to standard Singapore GCE O level Additional Mathematics questions. This is to establish standard sequences of thought so that they can apply concepts without having to pause to figure out how to apply their knowledge. After which I move on to shortcut methods when foundation is firm. Finally I would challenge students with questions which test their understanding and ability to apply concepts to question scopes not commonly tested in the Singapore GCE O levels Additional Mathematics papers to ensure that their independent thought process is well developed.

 

• Impart mathematics concept in a easy to understand manner.

• Demonstrate step by step how to apply the concept to common GCE O levels A and E Maths questions.

• Require students to practice immediately applying concept to GCE O level A and E math questions.

• Repeat the above for every single mathematical concept in the topic (For topics involving more than one concept).

• As far as possible, break up long mathematics topics into standalone concepts for ease of understanding and clear application.

• Classification of GCE O level mathematics examination questions into categories.

• Establish standard answer patterns for each category of questions.

• Make sure that student is able to answer all major categories of questions with proficiency, accuracy and speed.

• Standalone mathematics topic by topic revision to ensure that student remember all the major categories.

• Examinations techniques (Order of answering, how to check for errors etc).

• Mock examinations practice without time limit to familiarizes student with application of exam techniques.

• Mock examinations practice with time limit to get students to get used to actual examinations conditions.

Note that wherever possible, I will teach the topics in advance of the school pace. It is much more effective for 1 person to teach 5 persons at a time than 1 person to teach more than 30 persons at a time. On a 1 to 30 ratio, the odds of students missing some bits of information and not noticing it are much higher. Misconceptions may sometimes lead to habitual errors which are very difficult to correct.

The teaching scope and emphasis is different for students of different aptitude. For students who are very weak, the intial emphasis is on mechanical skills and core questions. For students of average aptitude, the focus is on core and secondary questions. For students with a flair for mathematics, the focus is on core and secondary questions with as much independence as possible and more exposure to tougher questions where the approach will not be a guided one but a "hint as and when needed" providing approach to encourage independent though process.

Tuition for students, who take the Singapore GCE O level Additional Mathematics, in Singapore GCE O level Elementary Mathematics is also tutored on an "where needed" basis as less effort is needed for this subject due to overlapping of topics in both subjects. In addition, a large portion of Singapore GCE O levels Elementary Mathematics is a test of proficiency in mechanical calculations and the practices done in Singapore GCE O levels Additional Mathematics is sufficient for the student to acquire mechanical skills in calculations. Finally, much of the topics in Singapore GCE O level Elementary Mathematics can be merged as they rely on the same concepts. For example, Similar Triangles, Similar objects and Map & Scales can merged into a single topic involving only one single approach. In general, I usually try to finish the Singapore GCE O level Additional Mathematics topics by April of Secondary 4 and switching to trouble shooting mode.