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Tutoring Experience

Tutoring Style

I started working as a paid maths tutor while I was a freshman at Princeton in 2006, although in reality I have been tutoring for a lot longer than that, helping my classmates in highschool to understand maths and statistics.


Since 2006, I have worked extensively as a private, one-to-one maths tutor, and have worked with students of all ages and abilties, and who were sitting different types of exams including NCEA, Cambridge, and IB, as well as the SAT and GRE exams. I estimate I have worked with over 150 students in total, which includes both students who struggle with maths, as well as some of the top maths students in the country. I have also worked with students that have Asperger's Syndrome, and/or learning disabilties, and I am happy to work with any student regardless of their ability in maths. 


I have also tutored a number of university students in undergraduate maths and statistics, and have been employed by Auckland University for several years as a tutor and grader of assignments. I am especially able to tutor stats 101/108, and have students from this course most semesters. I am also able to assist with any data analysis or research involving SPSS.


I also often work with older students who need to sit exams such as to gain entrance into the police force, or who need to sit foundation papers before going to University. 


I have also been employed by two tutoring schools, Edu-Experts on the North Shore and Epsom Education in Epsom, where I took regular classes of up to 12 students. 


Finally, I have stayed involved with the New Zealand Olympiad program, and have often helped with marking assignments and marking the Auckland Maths Olympiad, as well as helping students prepare for such competitions. 



Typically, I find it is best to adjust my tutoring style to suit the individual student I am working with. 


For example, often with those of my students who find maths difficult, I find my main task is to describe mathematical concepts in ways that are easy to understand, and to help reinforce what the student is learning in class. This is also supplemented with lots of exercises, as repetition tends to be the key for helping such students learn a concept. 


Then there are some students who aren't actually that bad at maths, they just lack confidence. So I find that for such students, my main job is not so much teaching the student new concepts, but building up their confidence that they do already have all the knowledge they need to solve a particular problem. 


And for my top students, usually most of a lesson is spent solving difficult problems, and discussing strategies for approaching particularly dificult questions. Although come exam time, most of my students, regardless of skill level, will be at the stage where they are working on past exam papers, so the main part of the lesson is taken up discussing how to solve past exam questions. 


In terms of giving out homework, I find that also depends on the individual student. I am happy to give out and mark homework for students, although I often find that many of my students have more than enough homework from school  that they don't want extra homework. 


Finally, in general, I am a patient, friendly, and kind  maths tutor, who has a genuine love for both studying and teaching mathematics and statistics, and I try to pass on this passion to my students, or at the very least, help them to not hate or be scared of maths!

Testimonials (taken from

''Eve was a great help for my math studies in my first year at uni. Never had any problems, I would definitely reccomend'' (Shenee)


''I asked Eve to tutor my daughter in Math, to give her a bit more confidence in believing her abilities, going into NCEA exams. Thanks Eve, she found you very helpful and got Math Endorsed with Excellence''. (David)


''Eve has been great for my son, he is progressing very well in math after a few lessons with her. Thank you.'' (Al)


''Eve was accommodating, easy to liaise with, personable, and had all the experience and overseas knowledge that my son needed.'' (Bridget)

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