What kind of maths tuition centre is Math Insight?
Math Insight It is a secondary school located in Kowloon Prince Edward, specially designed for Band 1 Secondary School.maths tuition centre. We only teach one subject, mathematics, and do not engage in multi-subject management, because we believe that teaching mathematics requires a long-term and specialized understanding of the curriculum structure, grading mechanism and students' thinking habits, rather than putting different subjects into the same process.
We set junior secondary maths tuition class and DSE maths tuition classes In the classroom, teachers will help students solve their learning myths and develop suitable review materials for them based on their weaknesses in mathematics. In addition, we also provide IB maths tuition class, taught by teachers who are familiar with IB mathematics courses, laying a solid foundation for students who will further study abroad.
us and others maths tuition centre It’s different: in addition to focusing on “results”, it also focuses on the “process” of teaching students. This is not just a concept, but a strategy with actual returns - long questions in the public examination are scored according to the reasoning steps. The understanding process can not only keep the step points, but also allow students to have a way to approach the question types they have not seen before. Math Insight The maths results of most students have steadily improved.
- Mathematics Tutor Team
- Course Overview
- Fees and Tuition
- Results
- Testimonials
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Origin of the name and teaching philosophy of "Math Insight"
The word "Gezhi" is taken from a sentence in "The Great Learning": "To know something, it is to investigate things, and then to know them." This means that the way to obtain knowledge is to investigate the truth of things. Once the truth is understood, understanding will naturally follow. This sentence exactly describes how we think mathematics should be learned: instead of memorizing formulas first and then setting up questions, we first understand where the formulas come from and under what conditions they are established, and then use practice to turn understanding into speed.
"Neo-Confucianism" points out that mathematics is a subject that emphasizes logic and reasoning. The difficulty in mathematics rarely lies in the operations themselves, but in the student's ability to translate literal situations into mathematical language, to determine which tools should be used, and to write reasoning into steps that others can understand. These three things are teachable skills, not talents.
Founding philosophy: understand first, then practice
The original intention of establishing Math Insight stems from an observation in local mathematics education: many students just practice test questions in large tuition centers but never truly understand mathematical concepts. The result is that "you can solve the problems you have seen, but if you change them, you will have no way to start." This learning method may still be supported by memory in Form 1 and Form 2, but after Form 4, the connections between topics become denser, and the strategy of relying on memory will inevitably collapse.
Therefore, we fixed the teaching sequence as: concept derivation → example demonstration → layered practice → timed test taking → recovery of wrong questions. This method may seem slower in the first few months because we will spend time filling in old gaps; but because understanding is cumulative, students' progress curve will rise significantly after the middle period and will not fall back easily. For specific methods, please refer to Mathematics supplementary courses and Compilation of common lost points and miscounts.
four teaching principles
- Emphasis on "process" not just "results": Teach problem-solving thinking and step-by-step writing instead of rote memorization of formulas. Because the public examination itself gives points for the reasoning steps.
- Teaching students in accordance with their aptitude: The teaching content and practice difficulty are adjusted according to each student's level and weaknesses. The teaching materials are not the same for the whole class.
- Small class teaching: The teacher-student ratio is no more than 1:7, and two tutors are in the classroom at the same time, so that students who are stuck can be discovered in the classroom instead of waiting until their homework is corrected.
- rebuild confidence: Replace the vague "you have to work harder" with quantifiable progress records (weekly tests, recidivism rate of wrong questions, time-limited test score curve), so that students can see that they are moving.
Founder and Mentor Team
Math Insight's team of tutors are all graduates from famous local or overseas universities and have practical mathematics teaching experience. Our requirement for tutors is not just to be good at maths, but also to be able to break down their own problem-solving ideas into a granular level that students can understand.
Founder and chief mentor: Terry Wan (Wan sir)
Educational qualifications
- Bachelor of Engineering, University of Hong Kong
- Master of Science, University of Hong Kong
Public examination results
In 2017 and 2018, he took the HKDSE Mathematics examination as a self-study student and obtained the highest grade of 5** in all three subjects:
- DSE Mathematics Core (Mathematics Compulsory Part): 5**
- DSE Mathematics Extended Modules Unit 1 M1 (Calculus and Statistics): 5**
- DSE Mathematics Extended Modules Unit 2 M2 (Algebra and Calculus): 5**
To pass 5** in Core, M1, and M2 as a self-study student at the same time means that you have to master three papers with different structures on your own without school progress and on-campus support - two papers of Core (traditional paper and multiple choice paper), plus one long paper of 2 hours and 30 minutes each for M1 and M2. This experience directly affects our teaching design: from the beginning of the course, "self-management of progress" and "self-diagnosis of weaknesses" are regarded as abilities to be taught, rather than assuming that students will naturally master them.
Teaching expertise
- Be familiar with the school-based examination pattern, question style and scope selection of major Band 1 schools in Kowloon District
- At the same time, he teaches junior secondary mathematics,DSE Core, M1, M2, IB Math AA, IB Math AI, IGCSE and Edexcel IAL maths
- I have provided maths tuition for college undergraduates and am familiar with the connection gap between secondary school mathematics and first-year college calculus and linear algebra.
- He is good at handling the two types of lost points: "knowingly doing it but making mistakes" and "not finishing it". See DSE maths Time Allocation
Teaching assistant team
The teaching assistant divides responsibilities with the lecturer in class: the lecturer is responsible for concept derivation and demonstration, and the teaching assistant is responsible for patrolling each position during the practice period to immediately catch students who have written wrong steps, used the wrong theorem, or are stuck in calculations. This is how we maintain a 1:7 student-teacher ratio.
Piano Shek
- Currently studying at the School of Dentistry, University of Hong Kong
- 3 years teaching experience
- DSE Mathematics Core 5*, M2 5*
Eric Lo
- Currently studying at the Faculty of Science, University of Hong Kong, majoring in Statistics
- 2 years teaching experience
- DSE Mathematics Core 5**
If you want to know which classes and courses each instructor teaches, please go to maths Tutor Page.
Why focus on Band 1 students
Choose to focus Band 1 maths tuition Not as a slogan for market positioning, but because the difficulties of this group of students have a clear and common structure.
Band 1 students’ unique needs
- The school progresses quickly: Band 1 secondary school mathematics courses generally go deeper and faster than the basic requirements listed in the curriculum guide. Some schools have taught senior secondary topics in advance in Form 3. Students can easily fall behind midway without additional support.
- On-campus exams are more difficult than public exams: Prestigious schools often deliberately add questions that go beyond the depth of public examinations in order to boost their rankings, causing students to "fail the internal exam but not necessarily have a bad DSE", or conversely misjudge their own abilities.
- Concentrated competitive pressure: Peers have similar levels, and the score difference is often only between a few steps. Targeted detail correction is more effective than a large number of repeated exercises.
- Target level is high: Most students aim for level 5 or above, and the gap between level 5 and level 5** is not mainly about concepts, but about time allocation, completeness of steps, and ability to handle extreme question types.
- Requires concurrent processing of elective units: Band 1 students have a higher proportion of elective courses M1 or M2, creating a dual pressure of compulsory and extended courses, requiring the coordination of the two progresses. For details, see M1 M2 Subject selection and co-requisite arrangements.
Division of labor between on-campus examinations and public examinations
| stage | Key points for on-campus exams | Key points of the open trial | our arrangement |
|---|---|---|---|
| Form 1 to Form 3 | Chapter-by-chapter quizzes, calculation accuracy, geometry proof format | Establish the basic concepts of the three major learning areas | Consolidate with school-based progress and fill in the gaps at the same time |
| Form 4 to Form 5 | School-based in-depth questions, deepening topics, and placement tests | Full coverage of Core topics, starting with M1/M2 | Before the school exam, we will strengthen the question types for the school and maintain the progress of the public exam at ordinary times. |
| Form 6 | Mock | Time-limited whole paper, past paper system practice, closed loop of wrong questions | Switch to test-taking mode, with weekly time-limited papers and correction explanations |
For specific course content at each level, please refer to Form 1 maths tuition, Form 2 maths tuition, Form 3 maths tuition and Overview of all grade classes.
Teaching methods: Tailor-made teaching materials and three levels of difficulty exercises
Our classroom structure is fixed, but the content of the teaching materials for each class is not fixed - because the teaching materials are arranged according to the actual weaknesses of the students in that class.
Tailor-made teaching materials
The teaching materials are developed closely to the students' learning progress, and the courses and exercises are developed from the shallower to the more advanced level according to the students' level. At the beginning of the course, a diagnosis will be made first: not just looking at the score, but looking at the type of error (concept error, procedural error, question review error, or calculation error), because four types of errors require four different methods to deal with.
Three levels of difficulty exercises
| Hierarchy | content | training objectives |
|---|---|---|
| The first level: basic concepts | Single concept, single step questions | Confirm true mastery of concepts and eliminate "thinking you understand" |
| The second level: strengthening and deepening | Cross-topic synthesis, multi-step reasoning, changing question types | Establish problem-solving strategies and tool selection skills |
| The third level: Past Paper from famous schools | Prestigious school internal examination questions and public examination questions | Improve computing speed and adaptability to exam patterns |
Each lesson and after-class quiz
Each class has homework and a quiz after class. The purpose of the quiz is not to grade, but to create a situation where "memory must be retrieved in a short period of time" - this is the same cognitive state as the test, and is also the most direct way to verify whether the understanding is stable. Wrong questions you have made will be entered into the wrong question book and reappear in subsequent exercises until this type of mistake is no longer repeated. For a summary of related methods, see How to use Past Paper and Free maths resources.
Three class modes
| model | Suitable for the situation | Details |
|---|---|---|
| Small class tuition | Have a certain foundation and need to compare system progress with peers | Course Overview |
| One-on-one tuition | The foundation gap is large, the school-based progress is special, and intensive supplementation is needed. | One-on-one maths tuition |
| Online tuition | The distance is long, the time is fragmented, and short-term supplementary classes are needed | online maths tuition |
Course coverage
local courses
- junior secondary maths tuition: Form 1 to Form 3, covering three major learning areas: "Number and Algebra", "Measurement, Graphics and Space" and "Data Processing".
- DSE Mathematics Core: The two test papers are traditional paper (2 hours and 15 minutes, accounting for 65%) and multiple choice paper (1 hour and 15 minutes, accounting for 35%). The course allocates training time according to this proportion.
- M1 Calculus and Statistics and M2 Algebra and Calculus: Extended Modules can only take 1 unit of its Form. Both of them also only take one test paper of 2 hours and 30 minutes, with a full score of 100 points.
- summer maths courses: Bridging classes and sprint classes to deal with the progress gap across academic years.
international courses
- IB Mathematics: Analysis and Approaches (AA): Partial algebraic deduction and calculus analysis, Paper 1 is not allowed to use computers.
- IB Mathematics: Applications and Interpretation (AI): Partially focused on statistics, modelling and technology application, all test papers can be used with image computers.
- IGCSE Mathematics: Take the exam at different levels. The choice of level will seal the upper limit of the score. It is recommended to evaluate as early as possible. For details, see IB/GCE course page.
- Edexcel International A Level Mathematics: Unit system, the complete IAL consists of Pure Mathematics P1 to P4 plus two application units.
The entrances to the special articles for the two types of courses are:DSE Strategy Overview and Overview of course topics.
Which schools do our students come from?
Most of Math Insight's students come from Band 1 secondary schools and international schools in Kowloon District, including:
- Diocesan Boys' School (DBS)
- Diocesan Girls' School (DGS)
- La Salle College
- Maryknoll Convent School (MCS)
- Wah Yan College, Kowloon
- Heep Yan Secondary School
- CKY
- Other international schools (Studying IB, IGCSE or IAL courses)
Because students are concentrated in a small number of schools, we are able to accumulate information on school-based test questions from each school and make targeted preparations before the school test. For actual grade changes and student self-reports, please refer to Results and Testimonials.
Class location and transportation
Address
Room A, 9/F, Landmark City, 761 Nathan Road, Prince Edward, Kowloon
Traffic guidance
- MTR Prince Edward Station Exit C1: The exit sign is directly marked "Prince Edward-Landmark City" and it takes about 2 minutes to walk.
- MTR Mong Kok Station: Walk north along Nathan Road for about 5 to 8 minutes.
- Bus/minibus: There are dense routes along Nathan Road, and there are stations near the junction of Prince Edward Road West and Nathan Road.
Building and teaching environment
Landmark City is a commercial building located at 761 Nathan Road. It has shops on the ground floor, restaurants on the lower floors, and office buildings and educational institutions on the middle and upper floors. It is a well-known educational commercial building in the Prince Edward area. There are many educational and interest class institutions in the same building. It is as convenient for parents to pick up and drop off as it is for students to go there on their own. Classrooms are equipped with air-conditioning and whiteboards, and computers, stationery and other classroom supplies are provided.
Service area
In addition to Prince Edward and Mong Kok, there are also many students from Yau Tsim Mong, Ho Man Tin and Kowloon Tong. For class schedules and route suggestions in each district, please refer to Prince Edward maths tuition, Mong Kok maths tuition, Kowloon maths tuition and Regional information overview.
Class times and contact information
Office and class hours
- Monday to Friday: 3pm to 9pm
- Saturday: 10 a.m. to 6 p.m.
- Sunday: WhatsApp replies as usual
Contact information
- WhatsApp: 9651 3910
- Phone: 9651 3910
- Email: terrybgwan@gmail.com
When enquiring, please provide: student enrollment grade, School, elective M1/M2 or international courses situation, and what is currently most troubling Specific topics (For example, "I can't get started with trigonometry proofs" instead of "I'm not good at maths"). The more specific the information, the better we can arrange the right class at once. For detailed registration procedures, see Contact Us, please refer to the charges Charge page.
FAQ about us
What does the name "Math Insight" mean?
"Gezhi" is taken from "The Great Learning", which states, "Knowledge lies in studying things, and understanding things comes after studying them." It means to obtain knowledge by investigating the principles of things; "Neo-Confucianism" means that mathematics is a discipline that emphasizes logic and reasoning. The name corresponds to our teaching sequence: first understand the principles, then enter into practice.
Which category of tuition centre does Math Insight belong to?
We are a junior college maths tuition centre that only teaches mathematics and does not teach other subjects. The service targets mainly students from Band 1 secondary schools and international schools in Kowloon District, and the courses cover junior secondary, DSE Core, M1／M2 and IB, IGCSE, IAL.
How many students are there in each class?
The teacher-student ratio is no more than 1:7, and each class has about 12 to 14 people. Two instructors teach at the same time: one gives the lecture and the other follows up during the practice period. Each class has homework and after-class quizzes.
Can students from non-Band 1 schools apply?
Can. The curriculum design is based on the pace and depth of Band 1 schools, but class placement will be based on assessment results. If the basic gap is large, we will first recommend admission.Make-up class, and then transition to regular classes or exam classes after stabilization.
Will the tutor teach based on my school's school-based test questions?
meeting. The internal examinations of prestigious schools are often more in-depth than the public examinations, and the question types also have a clear school-based style. We will analyze the test and examination question types of each school, and strengthen practice on common question types in the school before the internal examination, while maintaining the progress of the public examination course.
Is it too late to start tuition for Form 5 and Form 6?
It's not too late, but the strategy needs to change: when time is limited, gap diagnosis must be done first, and high-frequency and high-scoring topics must be concentrated on instead of rereading from the beginning. For relevant trade-off methods, see Rush 5** Roadmap and time allocation.
How to book a trial lesson or check the fees?
WhatsApp 9651 3910 or email terrybgwan@gmail.com, just provide the student’s grade, school and specific difficulties. Fees depend on course type, class format and class hours. For details, see Charge page.
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Math Insight— Mong Kok / Prince Edward focuses on mathematics maths tuition centre. We believe that every student has room for improvement, the key is to find that step where they are stuck and then unpack it.