I am a current mathematics master's student at the Technical University of Munich (TUM). I recently completed my bachelor's in physics abroad at the University of Groningen (RUG) in the Netherlands. Within academia, my interests lie primarily at the intersection of biology and mathematics. Within mathematics, I am more inclined toward the field of Analysis, particularly dynamical systems theory and the study of self organizing nonlinear systems. After my master's I would like to pursue a PhD...
I am a current mathematics master's student at the Technical University of Munich (TUM). I recently completed my bachelor's in physics abroad at the University of Groningen (RUG) in the Netherlands. Within academia, my interests lie primarily at the intersection of biology and mathematics. Within mathematics, I am more inclined toward the field of Analysis, particularly dynamical systems theory and the study of self organizing nonlinear systems. After my master's I would like to pursue a PhD and work in academia.
I have experience tutoring International Baccalaureate (IB) high school students on the platform Lanterna Education for around 2 years. My tutoring sessions were one-on-one and conducted online. I have also been a Teaching Assistant (TA) (certified) in various courses during the 3-year period of my bachelor's, namely; Linear Algebra (for Physics), Physics Lab: Skills, Quantum Physics 2, Practical Course Optics of Cell Biology. I have also been a mentor for first-year incoming physics bachelor's students. My tasks as a TA included giving exercise lessons and grading homeworks and exams. Overall, I always enjoyed opportunities to teach and interact with students and appreciated the knowledge I gained from delving deeper into a subject.
As a tutor in a 'one-on-one' environment I always preferred teaching using as many examples as possible, i.e. 'teaching by doing'. I find that it is vital to introduce a concept as a real 'problem' rather than reciting content, especially for mathematics. This approach usually provides more motivation to why particular concepts are taught and can introduce much more intuition into how the problem should be approached. Most importantly, I find that drawing pictures is the most effective in promoting intuition. As a student, I can empathize with the fact that often the broader picture of what a course/class is trying to accomplish gets lost when delving into details. My aim is to provide students with a 'big picture' perspective of the topic.
