Limit. Strange how that one word establishes the existence of a point which an individual's endurance cannot surpass, regardless of dedication. Although the theoretical concept of a mathematical function's limit exists, my function is to prove the negation, by teaching that for every student's believed limit of mathematical understanding, they can excel beyond their own. As a resilient University of Leeds MSc Mathematics graduate specialised in Astrophysical Fluid Dynamics of stars and planets, that has hurdled through various educational and vocational obstacles emanating from diagnosed Asperger's Syndrome, I have a mantra that has served me well over the years that I am eager to teach students. That is, one should only be worried about what is in their control and not what isn't, as passed down from my own secondary school teaching assistant once upon a time. This lesson, in conjunction with an influential background in mathematical fluency, reasoning, and problem-solving, can contribute to a positive change in how maths is perceived by Key Stage 3 and 4 and further education pupils instead of a negative one. My style of tutoring is to encourage independent enquiry and learning. As a Scholar of the Institute of Mathematics and its Applications (IMA), I aim to one day pursue a PhD in an area of applied or pure mathematics and become a lecturer to present my research abroad. To complete a PhD would not only prove to myself that I have surpassed my own mathematical limits but also prove to students from disadvantaged backgrounds, where I once was, that they can surpass their own from my teaching - be it from a classroom, lecture theatre or even in every day life.