Working Together
A mentorship-based way of learning Mathematics.
The Mentorship Rhythm
I generally work with primary and secondary students on a 1 to 1 basis through a mentorship-based structure rather than fixed weekly tuition.
Instead of rote learning and memorization, where learning effectiveness purely depends on the delivery of the tutor and students taking a backseat, students comes prepared with topics and areas that they want to seek clarification on.
My work will revolves around pointing students the direction to process their thoughts for them to derive the solutions with their own means.
MathSifu Mentorship Cycle
The focus is not on covering as much content as possible, but on developing clarity, judgment, and confidence in thinking, especially when students are working on their own.
Learning unfolds in a simple, repeatable cycle. There are 3 stages in this cycle.
Intended Preparation
From materials students are currently working on their own (or recommended), students first identify questions or concepts that they want to learn more or clarify in the session.
This encourages students to take up a more active roles in exploring the possibilities in Mathematics.
The questioning process ought to be "What specifically about this question that I'm unsure of?" instead of merely "I don't know how to do this question."
Active Participation and Interaction
With prepared clarifying questions on hand, session are now more targeted and objective- oriented.
Students learn from further processing and thinking, alongside with active participation and engagement during the session to unlock new concepts with an explorative approach.
The initiative of learning now comes from the student, with the mentor supporting and guiding by the side. Passive learning switches to active learning.
Continued Involvement
Learning does not end when a session finishes.
Students are expected to continue thinking, practising, and reflecting independently in between sessions.
This is where understanding deepens and confidence is built.
Some students also make use of my additional independent learning resources alongside mentorship, to further develop ownership and self-direction.
My role is to guide, clarify, and reframe, not to replace the student’s thinking with my own.
Roles of Students and Parents
This way of working suits students who are ready to take growing ownership of their learning.
In practice, this often looks like:
- arriving with questions or areas of uncertainty
- engaging actively during sessions
- continuing to think, practise, and reflect independently afterwards
Progress comes from participation, not passivity.
Parents play a supportive but non-intrusive role.
This means allowing the learning process to unfold without rushing outcomes, excessive checking, or unnecessary pressure to perform.
Growth may be gradual at first, but it is anchored in stronger thinking habits and increasing independence over time.
What This is Not
This way of working is not for:
- Last-minute exam rescue
- Learning that relies on spoon-feeding or constant supervision
- Promises of guaranteed short-term results
It is designed for steady, long-term development –– academically, mentally, and in how students approach learning itself.
A Gentle Next Step...
If this way of working feels aligned, we can explore whether working together makes sense.