Co-founder
Further Maths, Maths, Physics and Economics — A*A*A*A
Dylan now reads Mathematics at the University of Warwick and has been teaching Maths and Economics for two years. Throughout his education he noticed a problem with maths teaching: that it rarely stops to explain why. For Dylan, getting the right answer is only half the picture — being able to apply it to any problem matters more.
Co-founder
Maths, Physics, Design and Technology, Further Maths — A*A*A*A
Harishan now reads Aeronautical Engineering at Imperial College London. He has spent over a year teaching maths and physics the way an engineer takes a problem apart: via first principles. Derive the method rather than recall it, cut it down to the steps that actually carry the marks, and then hand it over.
With other tutoring services, the lesson happens and all you hear is that it went well. Nothing else. Six weeks in, nobody is sure which topics have made progress and which ones need work, and the person paying for it finds out once it’s too late.
It bothered us for obvious reasons, having been on both sides of a lesson. We knew what a good lesson looked like, and we could see that almost none of that reached the student where it mattered.
So we built the version we would have wanted. The specification is ticked off point by point, and you can clearly see what areas need work visually. You can see where your most common errors are, and both you and the tutor can use this to adapt each lesson.
None of it is complicated. It is just written down, which turns out to be the part that usually goes missing.
We are new at this and we would rather say so than pretend otherwise. Every tutor is someone we know and have checked ourselves, and you pay per lesson — so if it ever stops being worth it, you stop.