17.12.2025

Turning years of one-to-one explanations into written material 

Most math worksheets focus on answers.

Mine focus on decisions.

Over years of teaching, I’ve noticed that students rarely get stuck because a step is “too hard”.

They get stuck because they don’t know what the question is asking them to do — or how to read the symbols in front of them.

So when I design resources, I’m not just choosing questions.

I’m trying to encode the thinking and language I use when I teach.

Sometimes that shows up as walkthroughs.
By walkthroughs, I mean written explanations that model the decisions a student needs to make at each step — not just the final working. They’re written for students who understand the idea, but get stuck translating symbols into action.

Other times it shows up in the way topics are sequenced, so ideas reappear in slightly different forms rather than being “covered” once, explained, and then revisited across a set of materials.

In other words, I’m trying to build value that isn’t immediately visible in the answers alone. 

What these resources are designed to do:

Each worksheet or bundle is built to carry three things at once:

IB-authentic structure
Questions are shaped like real IB problems, but the focus is on interpretation before technique. 

Misconception-aware language
The explanations and examples anticipate common misreads and address them directly, before they become habits.

Teaching, written down
The material reflects the explanations I give in lessons — including how I introduce ideas, how I translate notation into meaning, and how I decide what matters first.

Most resources choose one of these.

I’m deliberately trying to hold all three.

Why walkthroughs matter (but aren’t the whole point)

A markscheme tells you what to write.
A walkthrough explains why you chose that step.

That difference matters — especially in topics like:

• functions
• transformations
• logarithms
• differentiation

where students often understand the idea but misread the symbols.

Walkthroughs are one way of making that thinking visible.

But the same thinking also shapes the teaching material itself — long before a final answer appears.

What I mean by “value”:

By “value”, I don’t mean:

• more questions,
• harder questions,
• or longer solutions.

I mean:

• clearer interpretation,
• fewer hidden assumptions,
• and language students can reuse when they think on their own.

Whether it’s a single worksheet or a full topic bundle, the goal is the same:

       Transfer — from explanation to exam.

Who this work is for:

These resources are for students who:

• want to understand what the symbols are saying,
• want to stop guessing what a question “means”,
• and want to build confidence before exam pressure sets in.
• 
  

They’re not designed to replace revision banks.
They’re designed to sit underneath them — doing the quieter work first.

What I’m ultimately trying to do:

I’m trying to turn years of classroom explanations into material students can return to.

Not tricks.
Not shortcuts.
Just teaching — written down.