Frequently asked questions
A few things you are probably wondering before you write.
- Can we just book a few sessions before an exam?
- No. Mathematical thinking and solution habits accumulate over time; cramming rarely fixes a break in reasoning. I only take on long-term students with a fixed weekly rhythm. If what you need right now is exam triage, I am not the right person.
- How is this different from a tutoring centre?
- I do not run volume drills or teach formulas to memorize. In session I ask constantly — "why do you think this step needs division?" — which forces the child to think, until they can explain the logic in their own words. A tutoring centre might cover ten questions in an hour. I might cover three. But those three stay recognizable to your child when the wording changes.
- My child struggles to focus, or gets anxious. Is this suitable?
- Very much so. The core advantage of one-on-one is that pace can be adjusted to how the child is doing right now. I have years of experience with children who learn differently, and I use task breakdown, back-and-forth questioning, and clear structure to help them build focus — and an interest in math — in an environment that feels safe.
- Why is the assessment mandatory?
- Because until I have seen how your child thinks about a problem, any plan is guesswork. The one-hour assessment locates the knowledge gaps and where the reasoning breaks. It is not a test and your child does not need to prepare. Only afterwards can I tell you the format, the frequency, and the cost.
- Can sessions be in English?
- Yes. Sessions run in English, Mandarin, or Cantonese. Many children who grew up here only have the English math vocabulary, so we work in English and switch back to Chinese for conversations with parents.
- Where do in-person sessions take place?
- At public libraries and similar public spaces. The specific location is agreed when scheduling.
- How long is a session?
- The standard is 60 minutes. From Grade 5 onward, as algebra and multi-step reasoning get deeper, 1.5 hours per session or two sessions per week is recommended.
- What grades do you teach? Can my child continue into high school?
- The focus is K–9. The most senior student at present is going into Grade 9, and I will continue with students into Grade 10. There is precedent for staying: one student in Surrey started in Grade 3 and is going into Grade 8, still with me. Math builds on itself — what a long-running student saves is the re-adjustment that comes with every change of tutor.
- Do sessions run through the summer and winter breaks? Is there a camp?
- Sessions continue as normal, still at least one hour a week. Scheduling is more flexible over the breaks and extra sessions are welcome. But there is no camp — a few intensive days over a holiday is the opposite of week-by-week progress, and that format does not fix a break in reasoning.
- Will I know what my child worked on?
- Yes — a short written note after every session: what we covered, where your child got stuck, and what to practise before next time.
Start with an assessment, then decide
Every new student begins with a one-hour thinking and skills assessment. Afterwards you get a written picture of where the gap actually is, what pace your child needs, and how sessions should be scheduled. You decide from there — and if I am not the right fit, I will say so.
Sessions and communication in English, Mandarin, or Cantonese.