Since January 2026
Instructor since January 2026
Translated by Google
Aerospace Engineer • High School Math (Grades 10-12) • Identifying Learning Gaps • Building Autonomy • Patient and Pedagogical
From 28.89 £ /h
Many students think they're bad at math. In reality, they simply have gaps in their basic knowledge that no one has ever identified. These gaps prevent students from interpreting what is written in a problem statement or theorem and from solving problems confidently and independently due to a lack of understanding of the fundamentals. A student who struggles with functions often has gaps in their understanding of fractions, similar to what they learned in 8th grade.
My job: to find those gaps, fill them, and make you self-reliant. No cramming, no magic tricks, no miracles in two weeks. We build something solid.
Aerospace engineer, 15 years of experience. Patient, I explain things differently as many times as necessary. But direct: if something isn't understood, I say so.
For whom: motivated high school students (Second-Final year), who are willing to work between classes.
I do not do: exam night troubleshooting, homework help, or college tutoring.
My job: to find those gaps, fill them, and make you self-reliant. No cramming, no magic tricks, no miracles in two weeks. We build something solid.
Aerospace engineer, 15 years of experience. Patient, I explain things differently as many times as necessary. But direct: if something isn't understood, I say so.
For whom: motivated high school students (Second-Final year), who are willing to work between classes.
I do not do: exam night troubleshooting, homework help, or college tutoring.
Extra information
I am 38 years old and I am an aerospace engineer, a graduate of the equivalent of Supaéro. After 15 years in engineering, I decided to pass on what I have learned.
Today, after 3 years of teaching (2 years in private lessons, 1 year in high school with all levels), I have understood something essential: math is not a matter of talent or intelligence. It is a matter of solid foundations and confidence.
Throughout my years of study and work, I've seen the same thing repeated: brilliant students (young and adult) who get stuck on concepts because they have gaps in their foundational knowledge. Gaps from middle school that no one ever detected. And these small gaps become enormous walls when they reach high school.
My method is simple: I detect where your real blockages are, I fill them, and I show you that these concepts that terrified you can become your best tools.
What sets me apart from other teachers? My engineer's mind allows me to see beyond abstract symbols. I show you math as it truly exists: in physics, in engineering, and in a multitude of unexpected places where you'd never think it could be useful. Not just letters on a piece of paper. When you understand WHY a formula exists and WHAT it's actually used for, everything becomes clearer.
I'm patient—I can explain things 15 times in different ways until it clicks. I'm flexible, and we'll progress at your pace. And most importantly, I never judge you. Making mistakes is normal. Not understanding something the first time is normal. An expert is nothing more than a beginner who has made hundreds of mistakes and learned from each one. Every confusion you're experiencing, I've seen in dozens of students and in myself. I understand the worry and frustration, and I know exactly how to help you overcome them.
My goal? That you leave each class thinking "ah, it wasn't so complicated after all" and that one day, you won't need me anymore because you will have become independent and confident.
Math is like a puzzle. When you're missing pieces (the basics), you can't see the complete picture. My job is to help you find those missing pieces.
Today, after 3 years of teaching (2 years in private lessons, 1 year in high school with all levels), I have understood something essential: math is not a matter of talent or intelligence. It is a matter of solid foundations and confidence.
Throughout my years of study and work, I've seen the same thing repeated: brilliant students (young and adult) who get stuck on concepts because they have gaps in their foundational knowledge. Gaps from middle school that no one ever detected. And these small gaps become enormous walls when they reach high school.
My method is simple: I detect where your real blockages are, I fill them, and I show you that these concepts that terrified you can become your best tools.
What sets me apart from other teachers? My engineer's mind allows me to see beyond abstract symbols. I show you math as it truly exists: in physics, in engineering, and in a multitude of unexpected places where you'd never think it could be useful. Not just letters on a piece of paper. When you understand WHY a formula exists and WHAT it's actually used for, everything becomes clearer.
I'm patient—I can explain things 15 times in different ways until it clicks. I'm flexible, and we'll progress at your pace. And most importantly, I never judge you. Making mistakes is normal. Not understanding something the first time is normal. An expert is nothing more than a beginner who has made hundreds of mistakes and learned from each one. Every confusion you're experiencing, I've seen in dozens of students and in myself. I understand the worry and frustration, and I know exactly how to help you overcome them.
My goal? That you leave each class thinking "ah, it wasn't so complicated after all" and that one day, you won't need me anymore because you will have become independent and confident.
Math is like a puzzle. When you're missing pieces (the basics), you can't see the complete picture. My job is to help you find those missing pieces.
Location
Online from Reunion
About Me
I am 38 years old and I am an aerospace engineer, a graduate of the equivalent of Supaéro. After 15 years in engineering, I decided to pass on what I have learned.
Today, after 3 years of teaching (2 years in private lessons, 1 year in high school with all levels), I have understood something essential: math is not a matter of talent or intelligence. It is a matter of solid foundations and confidence.
Throughout my years of study and work, I've seen the same thing repeated: brilliant students (young and adult) who get stuck on concepts because they have gaps in their foundational knowledge. Gaps from middle school that no one ever detected. And these small gaps become enormous walls when they reach high school.
My method is simple: I detect where your real blockages are, I fill them, and I show you that these concepts that terrified you can become your best tools.
What sets me apart from other teachers? My engineer's mind allows me to see beyond abstract symbols. I show you math as it truly exists: in physics, in engineering, and in a multitude of unexpected places where you'd never think it could be useful. Not just letters on a piece of paper. When you understand WHY a formula exists and WHAT it's actually used for, everything becomes clearer.
I'm patient—I can explain things 15 times in different ways until it clicks. I'm flexible, and we'll progress at your pace. And most importantly, I never judge you. Making mistakes is normal. Not understanding something the first time is normal. An expert is nothing more than a beginner who has made hundreds of mistakes and learned from each one. Every confusion you're experiencing, I've seen in dozens of students and in myself. I understand the worry and frustration, and I know exactly how to help you overcome them.
My goal? That you leave each class thinking "ah, it wasn't so complicated after all" and that one day, you won't need me anymore because you will have become independent and confident.
Math is like a puzzle. When you're missing pieces (the basics), you can't see the complete picture. My job is to help you find those missing pieces.
Today, after 3 years of teaching (2 years in private lessons, 1 year in high school with all levels), I have understood something essential: math is not a matter of talent or intelligence. It is a matter of solid foundations and confidence.
Throughout my years of study and work, I've seen the same thing repeated: brilliant students (young and adult) who get stuck on concepts because they have gaps in their foundational knowledge. Gaps from middle school that no one ever detected. And these small gaps become enormous walls when they reach high school.
My method is simple: I detect where your real blockages are, I fill them, and I show you that these concepts that terrified you can become your best tools.
What sets me apart from other teachers? My engineer's mind allows me to see beyond abstract symbols. I show you math as it truly exists: in physics, in engineering, and in a multitude of unexpected places where you'd never think it could be useful. Not just letters on a piece of paper. When you understand WHY a formula exists and WHAT it's actually used for, everything becomes clearer.
I'm patient—I can explain things 15 times in different ways until it clicks. I'm flexible, and we'll progress at your pace. And most importantly, I never judge you. Making mistakes is normal. Not understanding something the first time is normal. An expert is nothing more than a beginner who has made hundreds of mistakes and learned from each one. Every confusion you're experiencing, I've seen in dozens of students and in myself. I understand the worry and frustration, and I know exactly how to help you overcome them.
My goal? That you leave each class thinking "ah, it wasn't so complicated after all" and that one day, you won't need me anymore because you will have become independent and confident.
Math is like a puzzle. When you're missing pieces (the basics), you can't see the complete picture. My job is to help you find those missing pieces.
Education
Master's degree in Aerospace Engineering (SupAéro) | University of Liège | Comprehensive training in applied mathematics and advanced physics
Specialization: Structures and Numerical Simulation
Specialization: Structures and Numerical Simulation
Experience / Qualifications
High school math teacher: 3 years (private tutoring + school) | Engineer: 15 years (design office, technical management, complex project management)
Age
Teenagers (13-17 years old)
Adults (18-64 years old)
Student level
Beginner
Intermediate
Duration
60 minutes
The class is taught in
French
English
Spanish
Skills
Availability of a typical week
(GMT -05:00)
New York
Online via webcam
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
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