Doctor and Experienced Maths Tutor Specialising in Australian Curriculum, NAPLAN and Challenging Problem Solving

Find out more about Dr Aditi

• 1) When did you develop an interest in your chosen field and in private tutoring?

  My interest in teaching developed naturally through my academic and professional path. I enjoy understanding concepts deeply and explaining them in a simple, accessible way.
  
  With a background in dentistry and a B.Ed., I developed a strong interest in education. I particularly enjoy breaking down complex ideas into clear, manageable steps. For example, when teaching fractions or ratios, I use everyday contexts like sharing food, recipes, or travel time so students can see the concept rather than memorise it.
  
  Private tutoring allows me to work closely with students and adapt to their learning styles. Small adjustments—such as visual diagrams for some learners or step-by-step reasoning for others—often make a significant difference in both understanding and confidence.

• 2) Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I teach Mathematics and Science to primary, middle, and high school students across Indian and international curricula. I also prepare students for NAPLAN, ICAS, selective school exams, scholarship tests, and other assessments.
  
  In Mathematics, I focus on fractions, algebra, geometry, and problem-solving, especially reasoning-based questions. For word problems, I train students to identify key information, translate language into equations, and eliminate unnecessary details step by step. With practice, students shift from hesitation to independent problem-solving.
  
  In Science, I make abstract concepts practical. For example, I explain forces using real-life demonstrations like friction on different surfaces or inertia through seatbelt safety. This helps students connect theory to everyday experiences.
  
  I don’t avoid any topic; instead, I adjust my approach until the concept is clear. If a student struggles, I change the method—using visuals, repetition, or guided questioning—rather than repeating the same explanation.

• 3) Did you have any role models; a teacher that inspired you?

  I have been inspired by teachers who explained concepts in multiple ways without making students feel inadequate. They used diagrams, stories, and alternative examples until understanding was achieved.
  
  This shaped my belief that no student should feel embarrassed for not understanding something. I actively encourage questions, especially “why,” as it strengthens conceptual clarity.

• 4) What do you think are the qualities required to be a good tutor?

  A good tutor needs patience, adaptability, and accountability for student progress.
  
  Students learn differently, so teaching must be flexible. Some need visual support, others need structured logic, and many need both at different stages.
  
  My teaching process typically moves from guided examples to shared practice and then independent problem-solving. The goal is always the same: to build independence so students can solve problems confidently without support.

• 5) Provide a valuable anecdote related to your subject or your days at school.

  One of the most rewarding moments in tutoring is when a student who believes they are “not good at maths” solves a problem independently.
  
  I worked with a Year 7 student struggling with fractions and experiencing test anxiety. Instead of increasing difficulty, I rebuilt the foundation using visual fraction bars, diagrams, and hands-on examples over several sessions.
  
  Eventually, the student solved a mixed fraction problem independently and explained the steps back to me. They said, “I didn’t think I could do this on my own.”
  
  That moment reinforced a key truth: tutoring is about building belief, not just delivering answers.

• 6) What were the difficulties or challenges you faced or are still facing in your subject?

  A key challenge is overcoming students’ fear of Mathematics and Science. I address this by simplifying concepts, using visuals, and linking ideas to real-life situations.
  
  For example, I explain algebra as balancing a scale or solving a structured puzzle rather than abstract symbols. I also normalise mistakes as part of learning, so students feel safe to attempt problems without pressure.
  
  Another challenge is adapting to different curricula. Having worked across Indian and Australian systems, I adjust my focus depending on expectations—emphasising reasoning and explanation where required, and speed and accuracy where needed.

• 7) Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  My passion is teaching and learning. I enjoy the moment when a concept finally clicks and a student’s confidence visibly changes.
  
  I also enjoy making learning practical—linking percentages to discounts or science concepts to everyday observations. This helps students see learning as relevant rather than abstract.
  
  Outside teaching, I enjoy reading, travelling, and continuous learning, which keeps my approach fresh and student-focused.

• 8) What makes you a Superprof (besides answering these interview questions)?

  I bring experience, adaptability, and a structured personalised approach to teaching. I tailor lessons to each student’s level, curriculum, and learning style.
  
  I track progress through clear milestones—from guided practice to independent problem-solving—and focus on consistent improvement rather than short-term performance.
  
  My priority is not just correct answers, but conceptual understanding and exam readiness. I measure success by a student’s ability to independently understand why a solution works and apply it confidently in new situations.
  
  I am a dedicated and adaptable Mathematics and Science tutor committed to building strong conceptual foundations and long-term academic confidence. My focus is simple: clear understanding, structured learning, and measurable student growth.