IB Mathematics · AA & AI · SL & HL
IB Mathematics tuition. Built around your child.
One-on-one preparation built around a precise diagnosis of your child’s gaps — not a generic syllabus pass.
30-minute introductory call · No fee · I reply personally within two working days
A few spots open for 2026 / 2027.
Topic stability mapping.
Every topic in the AA or AI syllabus is rated for consistency, not just for presence. Solving once doesn’t mean stable — it means randomness was kind. The point is to take randomness out of the equation.
Error pattern diagnosis.
Errors are logged, classified and revisited — not as punishment, but as data. A repeated error across five questions points to a structural cause, not inattention. That cause is what we work on.
Exam-mode simulation, in stages.
Consistency is measured under exam conditions. Accuracy and timing are tracked as separate, explicit variables, brought in gradually across the preparation cycle.
Results
Most students arrive with the ability and the effort. What’s missing is the architecture — a method for unfamiliar problems, the composure to apply it under pressure, and the independence to work without direction between sessions. That’s what the work builds. The students who already have all three come for something different: a clear path to a specific result. That I give them directly.
100+
Students since 2011
10+
Nationalities
15+
Years teaching
“Thank you so much for everything you are doing with Oskar. We really cannot thank you enough for your lessons — you are truly fantastic. You are making such a difference, and we are incredibly grateful.”
Sarah
Mother of an IB student
“Irina has helped me a lot, not just as a student but also as an individual. She always has your best interests in mind and a great understanding of the IB system. She makes sure you understand everything and follows your learning pace. An amazing teacher!”
Clarissa S.
Former IB student
“Irina has been my math tutor since 7th grade — I’m now in 11th. I always look forward to class, because I know that by the end my doubts will all be taken care of. She is super patient and kind, and always available to answer a question even when there’s no class scheduled. I’ve definitely seen a lot of progress since she began teaching me, and I really appreciate everything she does for me.”
Andrea
IB student
Approach in action
The student who works harder than anyone.
Hours of practice, complete past papers, detailed notes — and flat results. Closer inspection revealed the issue: she was re-exposing herself to material she already knew. The diagnostic mapped the real gaps. Six weeks later, she was working less and scoring more.
He knew the answer. He didn’t trust himself to write it.
Strong conceptual grasp, clear explanations in session. Under timed conditions, he would stall at decision points — which method, which approach. Not a knowledge problem. We made those decisions explicit: written rules for each problem type, practised until automatic. The hesitation disappeared.
The doubt was visible. What caused it was not.
She reached out a week before a mock with a question on integration. We answered it — then traced back. The real gap was in a foundational topic she had assumed was solid. A targeted sequence surfaced it in twenty minutes. The exam question was a symptom. We treated the cause.
He needed someone in the room to begin.
Capable, technically strong — but nothing happened between sessions. Not procrastination. He genuinely didn’t know how to start without direction. We built a structure he could replicate alone: a fixed entry point, a limited scope, a simple log. Within a term, he was working independently and arriving with questions rather than waiting for them.
About
Hi, I’m Irina.
I’ve been teaching mathematics since 2011, in international schools and in private practice — in Portugal, in Colombia, and online, with students from all over the world. Since 2023 I’ve worked mostly with IB students — though the relationship often continues into university. One at a time.
My work begins with a diagnostic, not a syllabus. The first two sessions produce a map of which subtopics are genuinely stable and which are not — then we work the unstable ones until they are.
Get in touch
Request an evaluation.
Tell me a bit about the student. I read every message and respond within two working days. If we’re a fit, I’ll send a calendar link for a thirty-minute introductory call — no obligation, no fee. Spots are limited and sessions are priced individually; I share the rate on that call, once I understand what the student needs.