Too often, mathematics is treated as an exercise in pattern recognition. Students are taught to emulate the patterns made by the teacher on the whiteboard, and then tested on problems that differ slightly from the ones covered in class. The end result is quite predictable, and usually involves frustrated teachers and unhappy students.
"The best teachers show you where to look, not what to see."
Let’s face it: understanding is king. An effective teacher must first and foremost have a deep appreciation for the subject matter. He or she must have good intuitions, and a natural penchant for logical thinking. Above all, he or she must have complete and comprehensive techniques for solving the relevant problems, or else there’s not much to teach.
Yet at the same time, an effective teacher must refrain from conveying these techniques as mere patterns to be memorized. After all, memorization is too hard! It’s all about having practical strategies for helping students develop their own intuitions and understanding. And one of the best strategies involves asking questions.
My teaching philosophy is simple:
Develop clear and comprehensive techniques for solving the relevant mathematical problems.
HOW IT WORKS:
Pricing
Years 1  10
Emphasis on Math Foundations
Gaps Filled

Curriculum Covered

Extension Topics if Appropriate
Years 11  12
Emphasis on Exam Preparation
Gaps Filled

Curriculum Covered

Emphasis on Exam Preparation
University Level
Emphasis on Abstract Thinking
Gaps Filled

Curriculum Covered

Emphasis on Abstract Thinking
Socratic Math Tutor does not charge any cancellation fees. For university students, considerable discounts apply if it’s my first time teaching the content. If you’re enquiring about rates for university subjects, please include a link to the subject page in your initial email.
How it Started
My tutoring had humble beginnings. Fresh out of school, I was able to use my newlygained experience of the Victorian education system to help Year 11 and 12 students. The deal was simple: I’d assist them in achieving those hardtoget scores that scholarships are made of, and in exchange, they’d pay me. Needless to say, it felt like something was missing.
Then it happened. In a stroke of luck, I came across the writings of philosopher and educator Richard Garlikov and his work on the Socratic method. But whereas Garlikov focused on using questionasking to teach math to very young children, I started applying it everywhere. The results were nearinstantaneous. My students became more motivated, essentially overnight, and as enthusiasm grew, so too did their grades.
Since then, I’ve taught maths to… well, just about everyone! My students have included four yearolds, PhD students, and many, many Year 12 students. Some have been neurotypical, while others have had ADHD, dyslexia or autism. And while some have been gifted, most came to me either because they were struggling with gaps in their knowledge, or due to an absence of motivation. In all cases, students have responded positively to the Socratic method.
Here’s what People say about Me
Student Outcomes
MARKS IMPROVE
When I first met her, Elli (Year 7) was having trouble passing her math tests. It quickly became clear that Elli had natural ability in mathematics, but also that algebra was a sticking point for her. We focused in on algebra, and after just one week of tuition she scored 83/100 on her upcoming test, and then 87/100 on the next one after that.
MOTIVATION IMPROVES
When I first met him, Xen (Year 9) felt that math was a chore. It took several years of tuition, but in the end Xen developed a strong interest in recreational mathematics. To my amazement, he actually ended up rediscovering Euclid’s formula for Pythagorean triples before turning 18! Xen has since gone on to study physics at Melbourne University.
UNDERSTANDING IMPROVES
When I first met him, Abdullatif (Master of Science) was lacking the foundations he needed to complete his degree. His previous qualification turned out to be insufficient preparation for the rigours of graduate study, and consequently Abdullatif was experiencing high levels of stress trying to get his assignments completed. At one point, I think his hair even started falling out.
Luckily, he found me! Abdullatif’s understanding of the content grew remarkably quickly, and after 1214 months of intensive tuition, his stress levels had returned to normal. He ultimately submitted a wellreceived thesis, and even presented his findings at a professional conference for mathematicians. I think the hair has grown back, too!
About Me
I was born in Melbourne in 1989, and raised in Caulfield, Victoria. Growing up, I recall that Dad always took it upon himself to teach his kids about science and the natural world. One of my earliest memories involves my Year 2 teacher asking us each to share an interesting fact about water. My ‘fact’ was the chemical formula $\mathrm{H}_2 \mathrm{O},$ together with detailed explanation of valence electrons and covalent bonding.
I learned to program in Year 5, using an educational programming language called LogoWriter. My first game was called ‘Turtle Racer’: the goal was to guide a turtle around a racetrack without crashing more than twice. The teacher was definitely impressed. Upon realizing that I had intentionally obfuscated the code to make it difficult to read, I think he was also quite upset!
My interest in mathematics began in Year 9, when I accidentally stumbled across the formula $\sin(\cos^{1}(x))=\cos(\sin^{1}(x))=\sqrt{1x^2}.$ I recall using this formula to essentially ‘cheat’ my way through every trigonometry test the school decided to throw at us for the next couple of years.
After graduating from Melbourne High School in 2007, I went to the Australian National University to participate in the prestigious Bachelor of Philosophy (Honours) program. However, it soon became clear that my real passion lay elsewhere, and I eventually returned to Melbourne to pursue a career in mathematics. I’ve since attained two degrees in the field.
Though I’m now a professional maths tutor, I nevertheless remain interested in pure mathematics in general, and the foundations of mathematics specifically. In my spare time I work on ‘Immaculate’, an ambitious program to unify disparate ideas from mathematics and computing into a single cohesive framework.
QUALIFICATIONS:
Videos
I maintained a YouTube channel for a few months, but ultimately decided it wasn’t worth it! Nevertheless, some of my videos are linked here below, to provide a sense of my teaching style.