tim gan

Tim Gan Profile Picture

● Bachelor of Engineering (Mechanical, Honours), NUS

● NIE, PGDE (Ex-MOE Teacher)

● STEM trained by instructors from the USA (Research for Better Teaching)

In his 5 years as an MOE teacher in Singapore, Tim Gan believes strongly in keeping explanations simple and to involve layman terms during lessons to make it more relatable to students and reaffirm his students’ basic knowledge of O Level and A Level Mathematics. Thus, he is able to teach students of varying academic abilities and help them achieve their fullest potential. He has 9 years of tutoring experience in A Level Mathematics and O Level Mathematics. 2 years ago, he was also asked to help students in IB Mathematics. 

During his time as an MOE teacher, Tim Gan was the overall teacher-in-charge of the Math Talent Management Programme in his school, a programme which provides students the opportunities to take part in various Mathematics competitions, namely, Singapore Mathematics Olympiad (SMO), Singapore and Asian Schools Math Olympiad (SASMO), Australian Mathematics Competition (AMC) and UNSW Math Competition. Apart from that, Tim Gan was also given the role of mentorship for beginning teachers. Through years of his experience in teaching and fine-tuning of his practices, he was able to develop a strong pedagogy in teaching which enables him to push his students to their maximum potential. All the classes taught by Tim Gan were able to exceed their expected grades (expected MSG) predetermined by MOE.

Because every misconception is addressed

Through his numerous years of teaching experience, he feels that the poor understanding of concepts is one of the key factors that severely hindered students from having consistent and effective practice with Mathematics questions. Therefore, he believes that everyone can excel in Mathematics, and excellent grades are possible to achieve in the O Level and A Level Examinations. As school curriculum can be demanding, what students need to excel in Mathematics is structured guidance and practices in place to help them make effective use of their time. Hence, he uses his lessons to first shore up his students’ foundations and conceptual understanding before moving on to more rigorous practice questions and conceptual tests.

He groups his resources and questions according to increasing level of difficulty so that both weak and stronger students are able to pace themselves within the same class. Group tuition provides a competitive element towards learning, which is a great motivating factor for students to strive harder and learn from one another about how to avoid making common errors. Higher-order thinking questions will also be given at the end of each topic complemented with thorough explanations during lessons and also online, thereby allowing students to learn at their own pace.

small group sizes

Class size is capped at 12 students

Tim Gan believes that students should be given the room to be inquisitive during lessons as it is paramount for the learning of mathematical concepts. He keeps his class size small by capping it at 12 students. This is to ensure that every student will be able to receive adequate coaching and lesson time could be managed optimally. Moreover, it also helps to create a fun and safe learning environment for students to ask questions and interact with Tim Gan.

“It’s not that I’m so smart; it’s just that I stay with problems longer” – Albert Einstein

teaching pedagogy

Research-proven technique, chunking, used for optimal learning and retention of knowledge.


 “Good mathematics is not about how many answers you know; it’s how you behave when you don’t know.” – Author Unknown.

Tim Gan is a firm believer in the growth mindset when it comes to learning mathematics. Students are encouraged to try and fail till they succeed in his lessons; ‘there is no success without failing’ is the bedrock of his teaching pedagogy. With this approach, Tim Gan hopes that the foretaste of success will bring out the interest for Mathematics in students so that they will be motivated intrinsically. At the end of each lesson, there would be a conceptual test to gauge their understanding and address their misconceptions. Tim Gan meticulously marks his students’ work each week by following the requirements of the syllabus set by MOE. He uses research-proven techniques to teach by chunking the subject content into bite-sized pieces and it has been proven to be optimal for learning and retention of knowledge.

resources and materials

Active-learning worksheet which helps students to learn by doing and build concepts gradually.

Having a good set of resources is essential for a quality lesson. It ensures a smooth transfer of knowledge during the lesson and allows students to conduct effective self-revision after the lesson. Tim Gan teaches each topic with the assumption that students have no prior knowledge to ensure that foundations are properly set in place.

The lesson notes are created and tailored to varying learning needs of students. Each set of notes comes with a series of comprehensive overview of the chapter and also an accompanying Active Learning worksheet. These Active Learning worksheets are well-liked by students as it allows students to delve deeper into the content knowledge of the respective chapters.

free consultation via whatsapp

Tim Gan understands that students often encounter difficulties when attempting questions during their personal revision time. He avails himself through WhatsApp by providing advice and/or worked solutions outside lesson time.