Tulasi R.
ACADEMIC QUALIFICATIONS
M.Sc Mathematics and Computation, London School of Economics and Political Science
B.Sc Mathematics (Hons), Azim Premji University, India
TEACHING EXPERIENCE
Love Learning Tutors: Mathematics and English (primary level) Common Entrance: Mathematics
GCSE: Mathematics A-Level: Mathematics
Teacher at Civitas Schools
Mathematics
Counsellor in PROMYS India
Number Theory
Peer Tutoring, Azim Premji University
Linear Algebra, Real Analysis
SKILLS & INTERESTS
Languages: Telugu (native), English (fluent) and Hindi (fluent)
IT Skills : Python, Microsoft Office, Latex
Skills : Strong analytical and problem-solving ability, clear communication, patience when working with children, and the ability to explain concepts in simple and engaging ways.
Hobbies and Interests: I enjoy running, exploring London, and watching movies (and writing reviews for them). I play badminton and frisbee, and I like following Formula 1 and cricket. I enjoy reading fiction and listening to music daily. I also like cooking and often try to recreate my mother’s Indian recipes.
WORK EXPERIENCE
- Participant in SURC 2024, Azim Premji University
Poster talk on the Riemann Hypothesis and the Prime Number Theorem
December 2024
- Social Auditing Internship, APSSAT
Worked as Village Resource Person
July 2024
- Copy editor of Mathaapu Magazine 2024
- Student Assistantship in Mathspace (Azim Premji University)
Created Mathematical models for Children Back-end work for At Right Angles Magazine
Oct 2023- Nov 2024
- AICTE Python Training Internship
Python, MySQL, Foundations in HTML
May - June 2023
PERSONAL STATEMENT
I come from a family where education has truly transformed lives. My father, who grew up in the slums of India, was given an opportunity to pursue education, and that opportunity changed everything. Today, he serves as a senior police officer. Growing up with his story, I always understood the powerful role education can play and the doors it can open. However, I also came to realise that access to education alone is not enough; the way it is delivered matters just as much. One of the greatest challenges I faced as a student was the teaching methodology itself. Rote memorisation was treated as the standard approach to learning, even in subjects like mathematics. Memorising formulas without understanding their foundations felt deeply unsettling to me, and I struggled whenever concepts were not explained in terms of why they worked. This gap between memorisation and true understanding made learning feel mechanical and disconnected. These experiences made me reflect on how differently education can be perceived depending on how it is taught. To me, learning is like a delicious dish; its quality depends on the process, not merely the ingredients. I constantly found myself asking why every mathematical formula was the way it was. It was this persistent question of “why” that led me to pursue a B.Sc. in Mathematics at Azim Premji University in India. My undergraduate years were when I truly fell in love with mathematics and with teaching. While the joy of learning mathematics was profound, the experience of explaining a concept and seeing someone else understand it was even more fulfilling. That was when I discovered my passion for teaching. This passion was not sudden. With both my parents being teachers, the idea of teaching had always been familiar to me. From a very young age, my sister and I would often sit with neighbourhood children and cousins, helping them with their mathematics homework. At the time, it felt natural, almost like play. But looking back, those were my first experiences of teaching. During my undergraduate studies, I experienced the transformative impact of inspiring teachers. My professors became pillars of strength in my learning journey, and their influence shaped both my intellectual growth and my aspirations. Inspired by them, I hope to create a similar impact on others. I want to be the reason a student falls in love with mathematics. Most importantly, I want to help create learning environments where education is not about memorising answers, but about discovering meaning. I want to make them question “why,” just as I once did, and I want them to find the answers for the “Why”.