Antonio C.

I am a mathematician, physicist and engineer based in Barcelona, with degrees from the University of Barcelona (Mathematics & Physics), the Technical University of Catalonia (Industrial Engineering) and the Autonomous University of Barcelona (Applied Statistics), plus MicroMasters programs from MIT (Data Science) and UC San Diego (Algorithms). Since 2006 I have taught at university level and I currently combine that with IB teaching in Mathematics AA/AI, Physics, Chemistry and Computer Science (SL and HL). I am also a published researcher and co-author of mathematics textbooks. Teaching is not a side activity for me — it is the centre of my professional life.

I have been a university professor and researcher at the Technical University of Catalonia since 2006, teaching the full mathematics curriculum for engineering degrees. Since 2016 I am Academic Coordinator of the Science & Computer area at Institut Rocafort (Barcelona), and that same year I began teaching International Baccalaureate and A-level students in Mathematics, Physics, Chemistry and Computer Science, at SL and HL. I also prepare students for Spanish university entrance exams in scientific-technical subjects. Over these 20 years I have taught every level from a student's first contact with algebra to doctoral-level research, which lets me diagnose quickly where a student is stuck and build from there.

I teach every subject — from IB Mathematics and Physics to Chemistry and Computer Science — the same way: not as a list of finished formulas, but as ideas rebuilt from the question that originally motivated them. Each session starts from where the student actually is, poses the driving question, and constructs the concept step by step until it feels inevitable rather than memorised. I rely heavily on visual thinking and on "reading" formulas operationally: what does this expression tell you to do when you see it in an exam problem? In Chemistry (IB) this means connecting structure, energetics and reactivity into one coherent story instead of isolated topics. Every block ends with deliberate practice on real IB-style problems, focused on the 20% of ideas that solve 80% of the exam (Pareto's Principle).