Discovery Math

About me

Hello! I’m Anna, a math teacher with over 25 years of experience helping students from kindergarten through grade 12. My lessons are personalized and engaging — blending clear explanations with puzzles, games, and practice to build both skills and confidence.

I hold two M.Sc. degrees, in Engineering Physics (MEPhI, Russia) and Neuropsychology (Queen’s University, Canada), and my background in math, biophysics, psychology, and neuroscience gives me a unique perspective on how children learn best. Over the years, I’ve taught in schools and universities, homeschooled my own children, and led math circles and game events in Saskatoon.

What inspires me most is watching students succeed — whether it’s overcoming challenges, growing in confidence, or going on to study math at the university level.

If your child finds math “boring,” “too hard,” or “too easy,” you’re not alone. Many families feel the same way — and it’s no surprise. Children spend hundreds of hours on math in school, yet many still struggle or lose interest.

Why? Because math isn’t just about memorizing formulas — it requires logic, creativity, problem-solving, and steady practice. Every child develops these skills differently.

In a classroom, finding a group of students at the same pace is nearly impossible. Some get bored because the material feels too easy, while others feel lost and discouraged.

That’s why one-on-one lessons are so effective. With personal attention, students move forward at their own speed, fill gaps, build confidence, and discover that math can be clear and even enjoyable.

For students in Grades K–8, each lesson follows a clear rhythm that balances thinking, practice, and play:

• Warm-up: We begin with math and logic puzzles — often adapted from Canadian, U.S., Australian, Russian, and European Olympiads. These puzzles are hands-on, playful, and thought-provoking. They help students switch into “math mode,” develop problem-solving skills, and discover the fun side of mathematics. Parents are often amazed to see how even children who struggle with math can shine when tackling these problems.

• Main focus: After the warm-up, we turn to the core of the lesson. This may be working through the school curriculum step by step, filling gaps in understanding, or exploring enrichment and advanced topics, depending on the student’s level and goals. The pace is always individual — steady enough to ensure mastery, flexible enough to adapt to each child’s needs.

• Wrap-up: We finish with a short math or logic game. Sometimes I choose the game to practice specific skills such as number sense, multiplication, fractions, or geometry. Other times, the student chooses from a wide selection of games on my shelves. This playful ending reinforces learning and leaves students with a sense of accomplishment.

For high school students (Grades 9–12), lessons are more focused on the school curriculum. We work step by step to strengthen understanding, close gaps, and prepare for tests and higher-level studies. Occasionally, enrichment or SAT preparation may be included, but the primary goal is mastery and confidence with the material taught in class.