Ethan H.

I hold a Master’s in Mathematical Sciences from the University of Oxford and a Bachelor’s in Mathematics from the University of Edinburgh. My academic focus combines theoretical and applied mathematics, emphasizing problem-solving, computational implementation, and structured thinking. My tutoring approach follows the Socratic method, encouraging students to engage with problems actively to develop their understanding of underlying principles.

In addition to academic training, my internship as a Junior Consultant at Sopra Steria involved synthetic data generation and presenting technical findings to a diverse audience, enhancing my ability to communicate complex concepts effectively. This experience sharpened my skills in simplifying intricate information and adapting explanations for varied levels of mathematical knowledge, which is critical in tutoring students with different learning needs.

In my academic outreach experience, I led an academic taster session at St Hilda’s College, Oxford, designed for Year 12 students exploring mathematics at the university level. This session introduced Boolean algebra and basic logical operations, aiming to bridge the gap between high school and university mathematics. I structured the session to be interactive, encouraging students to ask questions and discuss their thought processes as they worked through logical problems. This approach fostered an environment where students could actively engage with new mathematical concepts and begin developing a higher level of abstraction in their thinking.

Additionally, I presented Arrow’s Impossibility Theorem at St Hilda’s College Graduate Academic Conference to an interdisciplinary audience. This presentation involved breaking down a complex proof in voting theory to demonstrate how abstraction can address concrete issues within social choice theory. My presentation was followed by a Q&A session, where I addressed questions from attendees with varying academic backgrounds, further honing my ability to communicate mathematical ideas clearly to a diverse audience.

These outreach experiences enhanced my skills in simplifying advanced mathematical concepts for learners at different levels and fostering a participatory learning environment.

My problem-solving and analytical skills were further developed by participating in and winning the Undergraduate Operational Research Challenge, where I applied linear optimization to a real-world case study. This experience underpins my teaching focus on logical reasoning and strategic questioning to guide students through problem-solving processes in mathematics.

In conclusion, my strengths lie in my ability to distil complex mathematical ideas into accessible explanations, adapt to individual learning needs, and promote critical thinking through guided inquiry. This can help students build confidence in tackling mathematical challenges independently.