Teaching Experience

My 40 years of teaching covered four countries with four different education systems. I taught, here and in previous employment,
  • graduate/postgraduate level courses in Model Theory, Multilinear Algebra, Symmetric Spaces, Linear Algebraic Groups, Classical Groups;
  • undergraduate courses in Calculus, Advanced Calculus, Analysis and Measure Theory, Differential Equations, Linear Algebra, Probability and Statistics, Analytic Geometry with Tensor Analysis, Number Theory, Number Theory and Cryptography, Logic, Recursion Theory, Discrete Mathematics, Group Theory, Coding Theory, Reflection Groups, Mathematical Education; and
  • preparatory (foundation) courses in Euclidean geometry, elementary algebra, basic set theory and elementary logic, precalculus.
Besides teaching mainstream university courses and supervising MSc and PhD theses in mathematics, I have experience of working at every level of secondary and higher education: I supervised MSc dissertations in mathematical education and university students' work placements as trainee teachers in secondary schools, taught evening classes for mature part time university students and foundation programme courses for fresh school leavers, worked in a mathematics correpondence school and as a night warden in a boarding school. Also, I taught CAL-based mathematics courses as early as in 1995, when the abrreviation CAL (for Computer Assisted Learning) has not been invented yet.


My Teaching Manifesto


  1. Teaching is not a science, it is an art, and should be treated as such.
  2. Students are not customers (“persons who buy”) – they are clients (“persons who seek the advice of a professional man or woman”).
  3. “Good learning experience” means mastering something new and advanced. To help his/her students, a university teacher has to be able to transform and restructure highly complex material from his/her subject area into a form suitable and accessible to the learners.
  4. This cannot be achieved without teachers being experts in their disciplines.
  5. Successful and inspirational teaching is a highly individual skill. The choice of teaching methods should reflect not only specifics of the target audience, but also the experience, teaching philosophy and individual psychophysiological characteristics of the teacher.
  6. Structuring of the learning environment, choice of teaching and assessment methods have to be subject specific.
  7. Values, standards, criteria of assessment in learning and teaching have to originate in, and be set by, the professional academic communities of their particular subject areas.
  8. The role of managers is to create an environment which helps professional standards to be maintained; however, managers should not interfere in setting the standard.