Tara Fesharakinia
B.Sc., M.Eng. (Biomedical Engineering)
Subject: Math and Problem Solving
What will my child walk away with? Genuine mathematical confidence and the problem-solving instincts that come from instruction designed specifically around how they learn. My M.Eng. in Biomedical Engineering from Toronto Metropolitan University gives me a working engineer’s relationship with mathematics — not as an abstract exercise, but as a precise and powerful tool — and I bring that perspective into every class.
What can families expect? A teacher who takes the time to understand each student’s specific strengths and challenges before designing how to teach them. Over ten years of teaching Math and Science across schools and institutions, I have learned that the students who struggle most are almost always capable — they just have not yet been taught in a way that works for them.
What does class actually feel like? Engaging, supportive, and genuinely fun. I believe mathematics can be enjoyable and I teach it that way — not by making it easier than it is, but by making the path through it feel manageable and even exciting. Students who arrive dreading math consistently leave more confident than they expected.
How do you challenge a curious mind? I have prepared many students for math contests over the years, which means I have a clear sense of what genuinely challenging mathematical problems look like and how to build toward them incrementally. Curious students get harder problems, more creative approaches, and the expectation that they will think rather than just execute.
Credentials and Experience M.Eng. in Biomedical Engineering, Toronto Metropolitan University. B.Sc. Over ten years of teaching Math and Science across multiple schools and institutions. Extensive experience preparing students for math contests and competitive mathematics. Individualized instruction approach built around each student’s specific learning profile.
Why Tara? Why Brain Power?
I became a teacher because, as a student, I was always asking why. Too often, the answer was, “Because that’s the rule.” But as I continued studying mathematics, engineering, and science, I discovered that most mathematical rules are not arbitrary, they are built on logical ideas that students can understand.
That realization shaped my teaching philosophy. Rather than asking students to memorize procedures, I help them understand the reasoning behind them. When students understand the why, mathematics becomes more meaningful, more intuitive, and far more enjoyable.
At Brain Power, curiosity is encouraged, questions are welcomed, and students learn to think deeply about the mathematics they are exploring.