From world-schooling to engineering to teaching mathematical courage
My name is Joshua Smith, and my educational journey has been anything but traditional. I'm African American and Latino, and I was homeschooled starting in 2nd grade—but not in the way most people think of homeschooling. My education was global.
I learned Latin, dove deep into world history and geography, and experienced cultures firsthand through travels to South Africa, Germany, England, and the Caribbean. This "world-schooling" approach meant I graduated high school at 16 and started college at 14.
More importantly, it taught me how to connect with people from all backgrounds and ages, think critically across cultures, and see learning as an adventure rather than a chore.
Picture this: I'm staring at a math problem for 20 seconds, completely stumped. Not because I don't know math—but because I've never seen anything like this before. That moment of confusion? That's where real learning begins.
See, when I was in middle school, I learned math through problem-solving. Not just memorizing formulas, but actually thinking through challenges. That foundation didn't just help me get good grades—it gave me an edge in engineering that I use every single day.
I'll be honest—I started tutoring to make some extra money. But then something incredible happened. Students started coming back to sessions with awards, progress reports showing they'd moved into accelerated math tracks, and the biggest smiles when they'd hit goals they'd set for themselves.
That's when I realized this wasn't just about making money. This was about changing how kids think about math—and about themselves. My own unconventional educational path had shown me what's possible when learning is personalized and challenging, and I wanted to bring that same energy to mathematics.
Here's what I discovered: most tutoring focuses on getting the right answer to problems students have already seen. But what happens when they face something completely new on a test? They freeze. They guess. They panic.
Identify exactly what the problem is asking for. No more staring helplessly.
Write down all relevant information. This becomes your roadmap.
Work systematically from what you know to what you need to find.
But here's the secret: I don't force this framework on students. I let them struggle with challenging problems first—in a supportive way—until they discover they need a better approach. Then FGS becomes their solution, not my imposition.
I work with middle school students who want to be challenged. Not kids who just need homework help (though there's nothing wrong with that), but students who light up when you put a puzzle in front of them.
My sessions aren't just about following along while I solve problems. They're about students thinking ahead, catching my errors, asking questions, and making connections between different types of problems. When a student can explain to me why this problem is different from one we did last week? That's when I know we're onto something special.
Right now, I'm developing systems that will help more students experience this kind of mathematical confidence. A web app that tracks real progress, not just grades. Diagnostic tools that show exactly where students are growing. Ways to scale personalized challenge without losing the magic of one-on-one breakthrough moments.
But here's the thing—I'm not building this alone. Every student I work with helps me refine what works. Every parent who trusts me with their child's mathematical future helps me prove that there's a better way to learn math.
When you choose to work with me, you're not just getting a tutor. You're partnering with an educator who believes your child can do more than you might think possible. Your child will learn to love challenging problems and develop thinking skills that serve them everywhere.
Start That Journey TogetherQuesitons? Reach out directly:
📧 northboundtutoring@gmail.com