Dr Wong has been teaching Mathematics tuition for 16 years to junior college, secondary and primary students. As part of his Masters and Ph.D programmes and part-time lecturing in the National Institute of Education, Nanyang Technological University of Singapore (NIE NTU), he has also taught NIE students, who are mostly MOE teachers-to-be.
Teaching Philosophy
As a teacher and scholar, I am passionate about inspiring and guiding students to develop a deep understanding of the fundamental principles of Mathematics. I have taught a range of mathematical courses, and a wide array of students including ITE skills certification, O’ Level, A’ Level, polytechnic diploma, undergraduate and university first degree. I believe that an effective teacher should not only provide students with a strong foundation of knowledge, but also foster their critical thinking, problem-solving, and communication skills. Moreover, I encourage my students to raise creative questions founded on their curiosity. My goal is to create a dynamic and inclusive learning environment where students are comfortable to explore complex topics.
My teaching philosophy is rooted in active-based learning pedagogy, which emphasizes the role of students as active participants in the learning process. To achieve this, I prioritize interactive and student-centered teaching methods that encourage active participation, collaboration, and reflection. I use a variety of teaching strategies to engage students, including interactive lectures, discussions, and simulations. I also incorporate technology and online resources to enhance student learning and feedback. In addition, I encourage students to present their work, and receive constructive feedback from their peers and instructors.
Overall, my teaching is informed by my passion for Mathematics, my commitment to teaching, my experience in Mathematics. I hope my students can achieve their fullest potential as an individual.
Three types of classes
In these lessons, students follow our structured outline of the syllabus. Though the sequence may differ from some schools, the topics covered by the end of the year are essentially the same. The class size is capped at 10.
In these lessons, we follow the student’s school syllabus. This class type serves as a platform to support students in their schoolwork and clarify their doubts and misconceptions in their learning. It caters to the students who require more help and attention. The group size is capped at 5.
In these lessons, we follow the student’s school syllabus. The setting includes 1 tutor and 1 student only. This lesson type caters to students who may need more guidance in their learning. The venue may be at the tutor’s or the student’s place.
Levels and streams from Primary, Secondary and JC
Primary 5
Primary 6
Secondary 1 G1(NT)/G2(NA)/G3(Express)/IP
Secondary 2 G1(NT)/G2(NA)/G3(Express)/IP
Secondary 3 G1(NT)/G2(NA)/G3(Express)/IP
Secondary 4 G1(NT)/G2(NA)/G3(Express)/IP
Secondary 5 G2(NA)
Junior College 1
Junior College 2
Online Structured Group Classes
| # | Level and subject | Day and time |
|---|---|---|
| 1 | JC 1 H2 Math | Sunday 9am – 10.45am |
| 2 | Sec 3 A Math | Sunday 11am – 12.45pm |
Cancellation policy
Please note that cancellation with under 24 hours' notice will count as a completed session, and no refund will be given. This also applies to no-shows that are more than 20 minutes late. This policy has been put in place to protect my time and cover any other cost during the planned meeting time! Payment is due prior to the start of the session.
Holiday Programmes
Parents’ and tutees’ feedback
Students’ feedback (NIE & others)
Academic Qualifications
Courses taught in NIE NTU
I have taught the following courses in the National Institute of Education, Nanyang Technological University of Singapore as a teaching assistant during my Masters and Ph.D programmes and as a part-time lecturer after my Ph.D graduation. The students are mostly MOE teachers-to-be.
Jan – Apr 2024 (Lecturer)
Jan – Apr 2019 (T.A.)
Jan – Apr 2018 (T.A.)
Aug – Nov 2020 (T.A.)
Aug – Nov 2019 (T.A.)
Aug – Nov 2018 (T.A.)
Jan – Apr 2021 (T.A.)
Feb – May 2023 (Lecturer)
Frequently Asked Questions
The reasons can be divided into three general aspects.
I. Domain Knowledge
The student has a lack of specific domain knowledge and skills, e.g. concepts, formulas, definitions, theorems, and algorithms. He/she has a weak foundation, possibly owing to insufficient scaffolding or significant gaps or misconceptions in the learning. Imagine one learns multiplication without learning addition, say by memorising the multiplication table through sole rote learning. The absent notion of multiplication being repeated addition restricts one from making deep and meaningful understanding about multiplication.
II. Heuristics and Metacognition
Metacognition is the self-awareness and self-regulation of one’s own thinking. The student faces difficulties managing his/her thought process and effectively apply strategies to tackle problems. For example, the student may not have a plan of attack for the problem or is not conscious of the stage(s) of the problem-solving process he/she is at. The student is not acquainted with the essential heuristics, such as drawing a diagram or looking for pattern, to make progress when stuck in a problem.
III. Affect and Beliefs
The student has inadequate beliefs and attitudes towards his/her own mathematical competence. The negative attitudes exert a strong influence on their unwillingness to invest effort to engage in a mathematical problem, especially investigation of a non-routine/unseen one. Scoring poorly for tests and examinations leads the student into a vicious cycle which reinforces the negativity and defeatism. Signs of these beliefs may appear as follows:
“I am just not a Math person.”
“I am not a smart student who can solve non-routine problems."
“I have not done this problem before and there is no point in trying it before the teacher goes through it. I will wait for the step-by-step solution.”
“There is no point in learning Mathematics; I won’t apply them in future.”
[1] Learning to solve non-routine mathematical problems, Elementary Education Online, 6(1), 50-61, 2007.
We offer a single paid trial lesson.
The group structured (physical) classes are conducted at the SSA Academy, Lifelong Learning Institute,11 Eunos Road 8, #06-01, Singapore 408601. 2-3 mins walk from Paya Lebar MRT (Green line, Circle line).
Each group lesson last 1hr 55 minutes (inclusive of a 5-10 mins break and you are billed for 1hr 45 minutes only). The lessons are conducted once a week.
Cancellation with under 24 hours' notice will count as a completed session, and no refund will be given. This also applies to no-shows that are more than 20 minutes late. This policy has been put in place to protect my time and cover any other cost during the planned meeting time. Payment is due prior to the start of the session.
For enquiries on price, please register your interest in the following Google Form. Alternatively, you may contact us at 88961920 OR Whatsapp QR
Research Interests
Graph Theory: Optimal orientations and orientation number, G vertex-multiplications, Roman domination, score sequence and arc reversals.
Extremal Set Theory: Intersecting family, cross-intersecting families, antichains/Sperner families and cross-union families.
Publications
P. Frankl and W.H.W. Wong, Analogues of Katona's and Milner's theorems for two families, Discrete Math., 344, (2021), Article 112327.
Read MoreW.H.W. Wong and E.G. Tay, On optimal orientations of complete tripartite graphs, Australas. J. Combin., 80, (2021), 30-47.
Read MoreW.H.W. Wong and E.G. Tay, A complete characterisation of vertex-multiplications of trees with diameter 5, Theory Appl. Graphs, 8, (2021), Article 6.
Read MoreW.H.W. Wong and E.G. Tay, Kruskal-Katona function and variants of cross-intersecting antichains, Discrete Math., 345, (2022), Article 112709.
Read MoreW.H.W. Wong and E.G. Tay, Optimal orientations of vertex-multiplications of Cartesian products of graphs, Australas. J. Combin., 83, (2022), 109-128.
Read MoreW.H.W. Wong and E.G. Tay, Arc reversals of cycles in orientations of G vertex-multiplications, Discrete Math., 345, (2022), Article 112999.
Read MoreE.G. Tay and W.H.W. Wong, Congruence as an extension to Parity, The Mathematician Educator, 3, (2022), 75-84.
Read MoreW.H.W. Wong and E.G. Tay, Optimal orientations of vertex-multiplications of trees with diameter 4, Theory Appl. Graphs, 10, (2023), Article 6.
Read MoreW.H.W. Wong, Tournament completions of bipartite tournaments and their augmented directed cycles, Discrete Math., 347, (2024), Article 114108.
Read MoreConferences
NIE 6th MME Staff and Graduate Student Colloquium 2018, May 2018, Optimal Orientations of Graphs
Read MoreNIE 9th MME Staff and Graduate Student Colloquium 2019, Nov 2019, On Cross-intersecting Sperner families
Read More42 Australasian Conference on Combinatorial Mathematics and Combinatorial Computing, Dec 2019, On Cross-intersecting Sperner Families
Read MoreNIE 12th MME Staff and Graduate Student Colloquium 2021, Nov 2021, Arc reversals of cycles in orientations of G vertex-multiplications
Read MoreNIE Seminar Series by the Special Interest Group on Discrete Mathematics, Feb 2023, Number of 4-dicycles in a tournament with given scores
Read More
