I am a mathematics tutor, STEP examiner and marking supervisor, and final-year PhD researcher in fluid dynamics. My teaching is shaped by experience across university teaching, admissions, assessment and widening participation.
I want students to experience difficult mathematics as something they can explore, understand and eventually solve—not something accessible only to a small group of naturally confident people.
I studied Mathematics at Murray Edwards College, University of Cambridge. My undergraduate experience introduced me to the depth, creativity and challenge of university mathematics, as well as the distinctive style of teaching provided through Cambridge supervisions.
I later began a PhD in fluid dynamics at the University of Bristol. My research concerns the mixing of plumes in confined environments, with applications to the safe storage of nuclear waste.
Alongside my research, I have continued teaching mathematics at school and university level. This combination of research, examining and tutoring allows me to help students see both the precision required in examinations and the broader mathematical ideas that make the subject interesting.
My approach has developed through examining, admissions, university teaching, private tuition and outreach.
I am a STEP examiner and marking supervisor, with responsibility for leading markers, the mark scheme, moderation and the examiner's report. My previous work includes Cambridge admissions interviews, Pearson VUE review work for TMUA and ESAT, and UK Mathematical Olympiad for Girls vetting and marking.
I have taught Mathematics from school to undergraduate level, including as a Cambridge supervisor and a Bristol lead demonstrator and teaching assistant, alongside private tuition.
I previously directed the She Talks Science STEP Summer School at Murray Edwards College and work as a widening-participation tutor at Bristol, alongside other university access programmes.
Strong preparation should improve how a student approaches future problems independently, rather than only helping them complete the problem currently in front of them.
I use hints and questions to help students restart productive thinking without removing the central challenge.
Students encounter a wide range of mathematical ideas so they become more adaptable when a question looks unfamiliar.
Feedback addresses mathematical understanding, written communication, efficiency, exam technique and independent work.
My PhD research uses theoretical, experimental and computational fluid dynamics to study how buoyant plumes mix within confined environments.
I have worked across mathematics outreach, university access programmes and widening-participation initiatives supporting students considering competitive university courses.
Please include the student's year group, course or examination, current preparation, goals, location or time zone and preferred lesson frequency.