I am currently a PhD student in Mathematics at Imperial College, working in algebraic geometry. More specifically, my research focuses on using categorical tools to approach classical geometric questions about curves, such as those arising in Brill–Noether theory.
My interest in mathematics began at school, as I went to a maths school myself and was surrounded by people who shared my enthusiasm for the subject. Participating in maths olympiads and research-oriented tournaments deepened this interest and eventually led me to pursue pure maths and academia. What fascinates me the most about maths is the process of thinking itself: exploring a problem from different perspectives, trying out ideas, and gradually developing an understanding of something that initially seems completely mysterious, until suddenly everything falls into place.
Working with bright and curious students is a genuine pleasure for me. I particularly enjoy discussing maths with them, seeing different ways they approach problems, and guiding them towards discovering their own solutions rather than simply showing them how something is done, that is what outstands so much in 1729. We help them to develop the thinking process entirely on their own.
One of my favourite aspects of teaching is how students surprise me with their ideas. For example, one student recently compared the composition of maps between sets to a train journey with a connection: for the journey to work, the first train must arrive at the station where the second one departs. I found this such a natural and insightful analogy, and it had never occurred to me when I was learning the subject myself!
I have really enjoyed working with both Year 7 and Year 9 students at 1729. What I particularly appreciate about Year 7 is their enthusiasm, imagination and willingness to explore unfamiliar ideas. At this age, students are often still learning how to turn their intuitions into rigorous mathematical arguments, but I think this makes it especially an exciting time to introduce them to deeper mathematical thinking and help them develop that intuition.
Year 9 students tend to be more comfortable structuring their reasoning and developing an initial idea into a complete solution. This allows us to explore more challenging problems and discuss the mathematical principles behind them. With both years, I find it particularly rewarding to see students become more confident in their own ideas and increasingly independent in their problem-solving.
One of the reasons I love teaching is that I was very fortunate myself to have a great mathematical education, and I would like to pass on some of that experience to the next generation. I hope to help students develop not only strong problem-solving skills, but also mathematical intuition, an appreciation for rigorous reasoning, and the confidence to explore unfamiliar ideas.
Most importantly, I want them to see that mathematics is a creative and living subject that extends far beyond the school curriculum. I find teaching genuinely inspiring, and I often leave a class with renewed enthusiasm for my own mathematical work.