I completed a B.Sc. in Psychology (Behavioural Neuroscience, Hon.) before earning my teaching qualification (B.Ed.), and I’ve spent more than twenty years teaching mathematics and biology in a wide range of settings.
I’ve taught in adult education, young offender centres, and Swiss private schools, giving me experience with learners whose needs, confidence levels, and backgrounds could not be more different.
Since 2012, I have also run my own private tutoring company, working one-to-one with students from around the world. That work has shaped my understanding of how students actually learn—what confuses them, what overwhelms them, and what finally makes concepts “click.”
Across every setting, one thing has remained constant: students thrive when math is explained simply, clearly, and without judgment. They learn best when they feel supported, when the structure makes sense, and when they begin to believe they are capable—even if they haven’t felt that way before.
My work now brings together my neuroscience background, my teaching experience, and more than a decade of private tutoring to make mathematics accessible, structured, and unintimidating for every student who needs it.
My approach to teaching mathematics centres on helping students make sense of the ideas, not memorise them. After more than twenty years as an educator, I’ve seen that most students don’t struggle because the math is too difficult—they struggle because the explanations they’ve been given skip the meaning.
I show what is actually happening, step by step, using straightforward language, expanded forms, visual logic, and patterns that make sense. Students learn the “why” before the “shortcut,” so rules feel natural instead of mysterious.
This approach is grounded in research from education and neuroscience. Studies show that when learners understand ideas deeply, they build stronger, more flexible neural connections than when they memorise procedures. Clear, uncluttered explanations reduce cognitive load, allowing the brain to process concepts without being overwhelmed.
My work also aligns with the aims of IB Mathematics. The IB emphasises conceptual understanding, clear reasoning, and strong communication—precisely the skills that students develop when math is taught through structure rather than memorisation. These principles guide every resource I create.
My goal is simple: to make students feel as though a calm, supportive teacher is sitting beside them—someone who explains things clearly, patiently, and in a way that finally makes them think, “Oh… that actually makes sense.”
Mathematics becomes simple when it becomes structural. Students rarely struggle with the ideas themselves—they struggle with the way those ideas are presented. Too often, math is taught as a list of rules to memorise rather than a system that makes sense.
My philosophy is that understanding must come first. When students see the patterns beneath the formulas, the procedures stop feeling arbitrary. When the logic is visible, confidence replaces confusion. I don’t want students to mimic steps; I want them to know why those steps exist.
This means beginning with clear structure, intuitive reasoning, and concrete examples before introducing symbolic generalisations. Patterns are not shortcuts—they are the mathematics. Recognising how a sequence grows, how opposite sides pair, how transformations behave, or how derivatives follow consistent rules gives students a framework they can rely on long after a memorised method is forgotten.
This is rigorous learning expressed simply. It respects the complexity of mathematics while removing the noise that makes it intimidating. When students understand the architecture of the subject, they don’t just pass exams—they become fluent problem solvers who think, adapt, and reason with confidence.
My methods work because they reflect how mathematics is actually structured—and how students actually learn. Each topic is taught through three core principles:
Mathematics is governed by patterns: exponents shift predictably, opposite sides pair consistently, coefficients follow recognisable sequences, and derivatives transform in systematic ways. When students see this structure first, they no longer rely on memorising isolated procedures. They understand what they are doing and why it works. This reduces cognitive load and builds genuine fluency.
Diagrams, demonstrations, and expanded forms make abstract ideas concrete. Seeing each component—every varialbe, every factor, every relationship—helps students recognise the internal logic of a concept rather than trying to recall it under pressure. Visual reasoning mirrors the way the brain naturally organises information, making understanding more durable than memorisation.
Efficiency is not about shortcuts; it is about clarity.
Many students prepare for time-pressured exams, so my explanations remove unnecessary detours while preserving—and often revealing—conceptual depth. Students learn to choose strategies purposefully, avoid common traps, and work with accuracy and confidence.
The result is genuine mathematical fluency: accurate, efficient thinking grounded in understanding.
Learning is not just a cognitive process—it is an emotional one. Students rarely struggle because they are “bad at math.” They struggle because they feel bad at math, and that feeling shuts the brain down long before the content ever becomes the problem.
Before becoming a teacher, I completed a B.Sc. in Psychology (Behavioural Neuroscience), which shaped how I understand learning. Emotion and cognition are not separate systems; the brain’s emotional circuitry directly affects attention, memory, reasoning, and problem-solving.
Neuroscience research by Immordino-Yang and Damasio (2007) shows that when students feel stressed, ashamed, or overwhelmed, the brain shifts into protective mode. Working memory collapses, reasoning becomes harder, and even well-learned methods can suddenly disappear. This is not a lack of ability—it is a normal biological response to perceived threat.
This is why emotional safety matters in mathematics. When students feel calm, supported, and capable, the brain becomes more open to learning. Working memory frees up. Connections form more easily. Confidence activates motivation. Mistakes stop feeling dangerous and start feeling useful.
My goal is to intentionally shift students from “I can’t do this” to “Maybe I can.” That tiny shift changes the entire biology of learning. It turns effort into progress instead of panic.
This is why these resources are written the way they are:
When students feel emotionally safe, they don’t just follow steps—they finally understand them.
You don’t need a different brain to learn mathematics.
You may only need a different experience of learning it—one that supports both your thinking and your emotions.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academies Press. https://doi.org/10.17226/9853
Dehaene, S. (2011). The number sense: How the mind creates mathematics (Revised and expanded ed.). Oxford University Press.
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24(1), 27–45. https://doi.org/10.1007/s10648-011-9179-2
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
International Baccalaureate Organization. (2019). Mathematics: Analysis and approaches subject guide. International Baccalaureate Organization.
International Baccalaureate Organization. (2024). Mathematics: Analysis and approaches SL/HL subject reports (May 2024 session). International Baccalaureate Organization.
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