Douglas

I am a retired university lecturer in Computer Science, with a PhD in the subject. I still teach on an on-line degree course in Computer Science. I'm a member of the Mathematics Association and a mentor for the UK Mathematics Trust. I read a lot, and enjoy mathematics, science, history and philosophy. I teach with a robust sense of humor. I believe that teaching/tutoring should involve, on the part of the teacher/tutor, a feeling for "what it's like" to be a beginner trying to understand a difficult subject. Teaching mathematics is half teaching the abstract ideas of mathematics, and half trying to alter the psychology of the learner, to induce a feeling of self-confidence, the quality of persistence, the ability to bring to bear all one's mental resources on a problem . I also have a first degree in History from Cornell University in the US.

Tutoring Experience

I taught at university for 25 years, have taught A-Level Computing at local schools, and have been tutoring for 25 years. I also give Masterclasses in science and mathematics for various homeschool and gifted children groups. I am a mentor for the UK Mathematics Trust, and gave weekly sessions, on a volunteer basis, at two local secondary schools, preparing students to take part in various mathematics competitions run by the UKMT.

Tutoring Approach

I try to keep up with the latest research in teaching and learning methods, and have a special interest in developments in cognitive psychology. But I believe that there are no royal roads to learning. On the tutor's side, there must be patience and empathy, and no assumptions about what the tutee already knows. On the tutee's side, there must be the willingness to do a reasonable amount of work, and in particular to commit a fair amount of material to memory. Material learned by heart reduces the "cognitive load", and allows the brain to engage in pattern recognition. I am a strong believer in providing vivid explanations of mathematical and physical phenomena, using visualization, manipulatives, metaphors. Above all, practice, practice, practice.