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Ahmed
- Rate $20
- Response 1h
$20/h
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- Math
- Physics
- Statistics
- Other sciences
A Ph.D. in applied mathematics from the University of Kent at Canterbury with several years of teaching experience to O level, A level, Mathematics, Algebra, Trigonometry Business Calculus, Statistics
- Math
- Physics
- Statistics
- Other sciences
Lesson location
About Ahmed
I can teach mathematics, Statistics, Numerical Analysis, Business Mathematics, Business Calculus, Financial Mathematics, Algebra, Calculus, Trigonometry, Arithmetics etc. to allclasses for example O Level, A-Level, BBA, B.Sc, MBA etc.
I can teach on the net. I can train people, employees etc to enhance their mathematical and Computing skills.
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About the lesson
- Elementary School
- Middle School
- High School
- +6
levels :
Elementary School
Middle School
High School
Première
Terminale
Adult Education
Masters/ Graduate School
Doctorate
Other
- English
All languages in which the lesson is available :
English
I have taught almost all courses of mathematics to graduate and undergraduate classes up to Ph. D level and I am willing to teach any courses of Mathematics and some of the courses of computer science.
I have found in my experiences that wherever you teach mathematics or any other subject, you will find that there are three types of students sitting in your class. The types are (i) Students with an excellent grasp of the subject (ii) Students who care less about teaching and learning in class and (iii) Students who are not interested at all in learning and understanding classroom teaching especially mathematics, which is generally considered to be boring and difficult to understand. Naturally, the philosophy of teaching mathematics should be such that the first category of the student does not get bored, and second and third take interest in learning in class. It is because of this reason teaching and learning mathematics encompasses more than just the mathematics itself. My teaching methods, which I call balanced teaching and learning, are based on gusto, interactions, and assurances on the parts of both the teacher and the taught.
In the beginning, through short quizzes, I categorize students and find the depth of knowledge of the students sitting in the class. At the smallest level of knowledge of a weak student, which I call starting point, I start and try to bring everybody to the same level so that everybody takes interest in the lesson. Gustoenergies my mathematics classroom and stimulates my students. I thoroughly relish and am thrilled by mathematics and the teaching of mathematics. The atmosphere is transmittable; I feel my students can sense my enthusiasm and become more interested in mathematics themselves. I have found that nothing is more motivational to students than genuine interest in what they are learning.I trust that students learn mathematics best by doing mathematics and then working to communicate about mathematics. The length of a lesson is 50 minutes to one hour. I am a Ph.D. in applied mathematics from the University of Kent at Canterbury, England. I can teach all students from O-level to B. Sc.
I give more emphases on class room discussion in my mathematics class. The above said three categories are reduced to two groups. The students in the above said first category are divided among rest of the categories to form two groups. My method of instructions depends on (i) the topic of the lesson and (ii) explanation of related material and (iii) My own easy examples on the subject. This classroom interaction helps build relationships among students and between students and me and a facilitator and implementer. These various classroom practices help address the varied learning styles found in the mathematics classroom. I provide solutions to mathematical problems and give similar question to solve in the class rooms and exercises to do at home and in the group.
I make use of technology in my classroom, but I make sure that students must understand what they are doing mathematically even when they use technology as an aid.
I have 30 years’ experience of teaching of Numerical Analysis, Statistics, Data Science, Data Analysis, Differential Equations, Calculus I, II & III, Linear Algebra etc. The average result had been 94%. In most of these cases I wrote the syllabi.
Besides fixed counseling hours I use knock and enter policy for students to enter into my office for counseling and problem solving if I am sitting in my office and I am not in a meeting.
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Rates
Rate
- $20
Pack rates
- 5 h: $100
- 10 h: $200
online
- $20/h
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