An examiner's eye, applied to mathematics

I am an active IB Physics examiner, and marking teaches you something teaching alone does not: precisely where able students forfeit marks. In mathematics it is rarely the final answer. It is the method the mark scheme rewards — the working shown, the notation, the line of reasoning that earns method marks even when the arithmetic slips. Two decades teaching IB Mathematics, informed by knowing from the inside how marks are awarded, means I teach students to write mathematics the way it is marked, not merely to reach the right number.

For students heading into engineering and the sciences

Many of the students I work with are aiming for engineering, physics or the quantitative sciences — and they carry Higher Level Mathematics alongside Higher Level Physics. Preparing for both with a single teacher who examines Physics and teaches Mathematics has a particular advantage: the two subjects reinforce one another, the standard is consistent, and nothing falls between them. If your child is building a profile for a competitive STEM course, this is precisely the combination I was made for.

What we cover

I teach IB Mathematics at both Diploma (DP) and Middle Years (MYP) level: Analysis & Approaches and Applications & Interpretation, Standard and Higher. That includes Paper 1 and Paper 2, the Higher Level Paper 3, and the Mathematical Exploration — the internal assessment where a surprising number of marks are won and lost. Alongside IB, I prepare students for IGCSE and International A-Level Mathematics. The work is built around exactly where your child stands: a full course, specific papers, or the Exploration.

How lessons work

Lessons are one to one and live, over Microsoft Teams or Google Meet, never in groups and never pre-recorded. Each session is prepared individually for the student. I currently teach families from Dubai to Sydney, scheduled around your time zone rather than mine.

Lessons are booked in advance, in blocks of hours rather than week by week — new families usually begin with a small starter block. It is a considered commitment, which is precisely why it works.

What your child gains

Not tricks, but structure. Students learn to set out working so that method marks are secured even when an answer goes astray; to use the graphic display calculator the way the paper expects; to choose the right approach rather than the longest; and to present reasoning with the notation that mark schemes look for. For those writing the Exploration, I know the criteria most students misjudge. The aim throughout is simple: to convert real ability into the marks it deserves.

Places for each cohort are limited. If your child is building towards engineering or the sciences — or simply needs the marks their ability deserves — the next step is a short conversation.