I explain mathematical concepts using simple physical or philosophical analogies that the student can understand easily.

I'm Kartika. I am a past researcher who is no longer continuing in the field. I created the mathematical model for one tree explaining its resource budgeting leading to Alternate Bearing. The revelatory vision was given to me by Jesus on June 15th, 2018, on a train journey, which I worked on and built my PhD model in the following week. I completed my Master's in Physics but Physics has mathematics as its language, so, I've chosen to teach mathematics to students. I couldn't complete my PhD. I teach using examples that students can relate with and understand, and at times, they're physical analogues or applications of the mathematical concept which makes the concept intuitive and physical to understand, and the concept no longer looks like a foreign subject with no relation with reality. This is my teaching style, as I've also applied simple mathematics to the Tree-Problem in my own research work, and which is how I see Mathematics - that it's a tool carrying information about the real world that we live in, and we must not reduce it to solving problems on paper only but see the concepts working in our real life. The same applies to the moral precepts of God that are not just for religious books, but work in our real world and Judge it. Every new day is another day the precepts of mathematics work around us and God's mercy gives another chance to the world to turn to Him. (Lamentations 3:22-23 Expanded Bible 22 The Lord’s ·love [loyalty] never ends; his mercies [compassion] never stop.) Yah Bless.

I explain concepts using easy-to-understand examples that the student can relate with. I use physical analogies and examples to explain mathematical concepts. I use a screen writing app to write on my Laptop screen digitally using my mouse. I can type and I can write using that app. I didn't need to use a Pen Tablet during my last online teaching time. The screen-writing App was enough. I used my own made notes to begin a chapter to give a different start to the student and make the introduction more interesting and seem intriguing and having a dimension of understanding on the philosophical side of reasoning around the concept. It led to an entire session used in coming to the conclusion of a simple fact used throughout the field, but which won't otherwise come to one's notice - that mathematical expressions are "Truth" expressions and only "truth" symbols can be used to make a mathematical statement out of known facts. Such journeys or routs around the matter always lead to the student looking at the subject with greater vision and not just algebraic problem solving or shuffling of terms. YaH Bless.