About MIF Education
What started The MIF Conjecture
MIF Education is the organisation behind The MIF Conjecture.
I am a King’s College London engineering student, but underneath the hard hat I am just a mathematician.
Maths is my blood and passion. I love exploring it, visualising it, testing ideas and asking, “What happens if I try this?” Some of the best moments in maths are when a difficult problem finally clicks and the logic starts to feel alive.
I first heard about the Goldbach conjecture in Year 8. As a small moment of self-amusement, I coined my own: The MIF Conjecture.
MIF stands for Math Is Fun — a statement I wanted to treat like a conjecture: not something to simply claim, but something to prove through teaching, resources and clear explanation.
I chose engineering because I did not want to leave maths behind. It kept me close to calculation, modelling and problem-solving, but higher mathematics still felt like a fascinating world with a bridge I had not been properly shown.
Proof, notation, abstraction and university-style thinking can feel hidden if nobody shows how school maths grows into that world.
That is why The MIF Conjecture is being built as a route from the first foundations, through GCSE, Further Maths and A-Level, towards pre-university and university-level ideas.
That route should show why each idea exists, how topics connect, what the notation means, and how to think before turning the method into an algorithm.
What exists now
Right now, The MIF Conjecture is an early public learning site with a learning map, tutoring information and space for notes, videos and lessons as they are created.
The priority is to build useful content carefully before adding complex systems.
Features like accounts, saved progress, dashboards, adaptive learning and AI support may come later, but only when they genuinely help students and can be maintained properly.
Academic background
King’s College London — engineering student
Tutoring since 2022 — 110+ students taught
UK Mathematics Trust — competition experience and achievements
A-levels: Mathematics A*, Further Mathematics A*, Physics A, Biology B
GCSEs: Mathematics 9, Further Mathematics 9, Physics 9, Biology 8, Chemistry 8
How the lessons should feel
Lessons should feel calm, clear and useful. The idea comes first in normal language, then the method, then enough practice for the student to use it without feeling lost.
Need help or want to support the project?
For feedback, mistake reports, forum spaces, updates or tutoring enquiries, visit the Help & Forum page.