THE TEACHER - DR PHILIP BORG
Qualified ~ Warranted ~ Experienced
Philip Borg has taught mathematics in secondary and post-secondary schools for over 20 years. He also teaches mathematics content and pedagogy units in teacher education courses at the University of Malta. His expertise is the use of computer software to help students learn mathematics. He has earned his PhD in mathematics education from Loughborough University (UK) which is renowned for one of the best mathematical education centres in the world.
Dr Borg holds a number of private tuition courses aimed at helping post-secondary students learn
Advanced and Intermediate-level Pure Mathematics and prepare for MATSEC examinations. The lessons are professionally organised and the atmosphere is friendly and informal. Dr Borg promises to give individual attention to each and every student and to work hard to bring out the beauty of mathematics and to make a challenging subject easier to understand. The lessons are held in a student friendly, comfortable, and air-conditioned classroom. This is centrally located in the Maria Regina area of Hamrun and reachable by most bus routes going towards Valletta. It is just a 17-minute walk from Junior College and within a short distance from other 6th form colleges.
PUBLISHED WORK
USING THE COMPUTER AS A TOOL FOR CONSTRUCTIVIST TEACHING: A CASE STUDY OF GRADE 7 STUDENTS DEVELOPING REPRESENTATIONS AND INTERPRETATIONS OF MATHEMATICAL NOTATION WHEN USING THE SOFTWARE GRID ALGEBRA
2017
Borg, P. (2017). Using the Computer as a Tool for Constructivist Teaching: A Case Study of Grade 7 Students Developing Representations and Interpretations of Mathematical Notation when Using the Software Grid Algebra. A Ph.D. Dissertation. Loughborough University, UK: Online Repository.
NEGOTIATING BETWEEN LEARNER AND MATHEMATICS: A CONCEPTUAL FRAMEWORK TO ANALYZE TEACHER SENSITIVITY TOWARD CONSTRUCTIVISM IN A MATHEMATICS CLASSROOM.
2016A
Borg, P., Hewitt, D., & Jones, I. (2016a). Negotiating between learner and mathematics: A conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom. Constructivist Foundations, 12, 59Â‒69.
THE M-N-L FRAMEWORK: BRINGING RADICAL CONSTRUCTIVIST THEORIES TO DAILY TEACHING PRACTICES.
2016B
Borg, P., Hewitt, D., & Jones, I. (2016b). Authors' Response: The M-N-L framework: Bringing radical constructivist theories to daily teaching practices. Constructivist Foundations, 12, 83Â‒90.
THE UNIVERSITY LECTURE ROOM AND THE SCHOOL CLASSROOM: DOES THE STAGE AFFECT THE ACTING?
201
Borg, P. (2016). The university lecture room and the school classroom: Does the stage affect the acting? Constructivist Foundations, 12, 107–108.
GAINING MEANING FOR EXPRESSIONS WITH GRID ALGEBRA: DEVELOPING THE CAPS FRAMEWORK.
2015
Borg, P. & Hewitt, D. (2015). Gaining meaning for expressions with Grid Algebra: Developing the CAPS framework. In: Adams, G. (Ed.) Proceedings of the British Society for Research into Learning Mathematics, 35, 1–6.
A THEORY COMPARISON
March 20, 2026
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THE USE OF COMPUTERS TO HELP SECONDARY LEVEL PUPILS LEARN MATHEMATICS: AN INVESTIGATION OF TEACHERS’ ATTITUDES BEFORE AND AFTER THEIR FIRST YEAR OF TEACHING.
2011
Borg, P. (2011). The use of computers to help secondary level pupils learn mathematics: An investigation of teachers’ attitudes before and after their first year of teaching. Unpublished M.Ed. dissertation, University of Malta.
DRIVING A CAR IN A CARRIAGE ROAD: WHY DON’T MATHEMATICS TEACHERS USE COMPUTERS IN THEIR LESSONS?
Borg, P. (2009). Driving a car in a carriage road: Why don’t Mathematics teachers use computers in their lessons? Mathsline, 20, 10–11.
2009
THE DIFFERENCE BETWEEN TEACHING AND TRAINING.
2004
Borg, P. (2004, October 10). The difference between teaching and training. The Sunday Times, p. 43.
ROTE LEARNING IN ALGEBRA: AN INVESTIGATION OF STUDENTS’ REASONING IN TRANSFORMING EQUATIONS AT FORM 5.
1997
Borg, P. (1997). Rote learning in Algebra: An investigation of students’ reasoning in transforming equations at Form 5. Unpublished B.Ed.(Hons.) dissertation, Univeristy of Malta.
OVERVIEW OF COURSES
A-LEVEL PURE MATHS FOR 1ST YEAR STUDENTS
February 15, 2021 - May 31, 2021
This is a revision course for first-year 6th form students studying A-level Pure Mathematics. This course prepares students for their annual exams.
A-LEVEL PURE MATHS FOR 2ND YEAR STUDENTS
September 14, 2021 - April 30, 2022
This is a complete course for second year 6th form students studying Pure Mathematics at advanced level. This course will prepare students for the May 2022 MATSEC examination session.
I-LEVEL PURE MATHS (COMPLETE COURSE)
October 1, 2020Â - August 30, 2021
This is a one year complete course for 1st or 2nd year 6th form students studying Pure Mathematics at intermediate level. This course will prepare students for the
September 2021Â MATSEC examination session.
SUMMER REVISION A-LEVEL PURE MATHS FOR 1ST YEAR STUDENTS
July 23 - August 28, 2021
This is a short, 7-session revision programme intended for 6th form students finishing their first year A-level Pure Mathematics course.
PURE MATHEMATICS A-LEVEL SUMMER RESIT COURSE
July 23 - August 31, 2021
This is a 14-session revision programme intended for students who are studying for the September resit session.
GET IN TOUCH
21A, "Mater et Regina",
Triq San Mikiel,
Hamrun, MALTA
(Maria Regina Area)
Mobile: 79993873