Prerak T.

I am a postgraduate student in Education (Research) at the University of Edinburgh, with a Master’s degree in Mathematics Education from the University of Delhi. I have experience teaching Mathematics to students from Grade 6 to Grade 12, including lesson planning, classroom teaching and formative assessment. I enjoy making Mathematics clear, engaging and relevant to students’ everyday lives. My teaching approach focuses on building strong conceptual understanding, encouraging students to ask questions, and developing confidence in problem-solving. I have also worked on educational research and designed game-based learning activities to make Mathematics more interactive. I am particularly interested in supporting GCSE and A-Level Mathematics students through personalised online lessons, whether they need help understanding difficult topics, improving their problem-solving skills, or preparing for examinations.

I have experience teaching Mathematics to students from Grade 6 to Grade 12. During my Mathematics Teaching Internship at Government Sarvodaya Vidyalaya in New Delhi, I taught students in Grades 9–12, prepared lesson plans, delivered Mathematics lessons, managed classroom activities, and conducted formative assessments. I also independently designed and delivered short-term Mathematics lessons for Grade 6 students. Through these experiences, I developed skills in explaining mathematical concepts clearly, identifying students’ learning needs, and adapting my teaching approach to support different learners. My Master’s degree in Mathematics Education has further strengthened my knowledge of mathematics pedagogy, learning theories and classroom interventions. I have also developed game-based learning activities to make Mathematics more engaging and encourage problem-solving and critical thinking. I enjoy helping students build both their mathematical understanding and confidence.

My teaching approach is student-centred, structured, and focused on building mathematical understanding and confidence. I begin by identifying each student’s current level, goals, strengths, and areas for improvement. I usually structure lessons around four stages: reviewing previous learning, introducing new concepts through clear explanations and worked examples, guided practice, and independent problem-solving. I believe students learn Mathematics best when they understand why a method works rather than simply memorising formulas. I encourage students to ask questions, explain their reasoning, and learn from mistakes. I adapt the pace and difficulty of each lesson to suit individual needs. At the end of each session, I review key concepts and suggest appropriate practice. My goal is to make Mathematics clear, engaging, and achievable while helping students become confident and independent learners.