Dr Andrea Sartori - Private Tutor in London
I am a high achieving mathematics academic based in London. I studied undergraduate maths at Kings College London; achieving a 1st. I also studied Part-III maths in Cambridge University before starting my PhD at the London School of Geometry and Number Theory.
I have tutored mathematics since 2013; to school level students (GCSE and A-Level), all the way up to undergraduate pure mathematics.
Subjects I Teach
My Education & Qualifications
-
London school of Geometry and Number Theory , 2016 – 2020
Mathematics (Phd): -
Cambridge , 2015 – 2016
Mathematics (Master ): -
King's College London , 2012 – 2015
Mathematics (Bsc): 1st
My Tutoring & Teaching Experience
Teaching Assistant at Kings College London | 2017-present
Complex Analysis, Topology, Analysis, Multivariate Calculus
Tutor at Kings College London | 2014-2015
Tutorials for first and second year undergraduate students
Teacher at Kings College London Mathematical school | 2013-2014
Tutor for GCSE and A-level students
My Approach to Tutoring
I believe that Mathematics is an extremely intriguing and beautiful subject, but it can sometimes be hard to fully grasp. Therefore, I spend most of my preparation time thinking how to make my classes as accessible as possible. I try to find the best choice of informal words to describe hard mathematical concepts; and I think which examples would give me the most elegant introduction to the subject. For example, I use simple questions such as “How many number are there?” to the more elaborated concepts of cardinality and countability. With the simple example that there are as many Natural
Numbers as Integers, the students quickly realise that their intuition is not enough to answer
the question. This usually engage their interest long enough to endure the explanation of
Cantor’s diagonal method and uncountability.
During the class, I first focus on the main ideas behind the theorems providing examples and analogies with the material that the students should be familiar with. This helps them to understand the structure of the lesson. Afterwards, I carefully go through the details trying to stimulate introspective questions such as: why a particular step is necessary; why all the assumptions are needed; why any lemma is important to the overall subject. This process of constant scrutiny, on one hand, reinforces learning and, on the other hand, it helps the students to develop their own reading and writing skills. Furthermore, I think that participation is a key part of the learning process. In order to stimulate it, I always address simple questions to the students. This, in turn, makes them more confident in asking questions. In this way, I can quickly spot which part of the explanation they find difficult and focus more on them.
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