About William Botterill

I am a mathematics teacher trying to build resources that make thinking easier to begin.

WillTeachMaths grew from a simple frustration: good resources should not take so long to find or produce. Teachers are stretched, and students deserve materials that help them think clearly, practise purposefully and become more independent.

Why I care about this

I want students to feel that their own effort matters.

When I studied A levels, I began to understand that I could have a positive effect on my own life through the work I chose to do and the habits I chose to build. That feeling of ownership matters to me more than any single mathematical method.

In teaching, one of the best moments is when a student stops seeing learning as something that happens to them and starts seeing it as something they can take part in. That is the spirit I want the site to carry.

What shapes the site

The beliefs behind the work.

These are not slogans for decoration. They are the standards I want to keep returning to as the site grows.

Joy in the process

I want students to experience mathematics as something they can explore, not just something they must finish.

Challenge with support

I do not want to remove the thinking. I want to make the next step visible enough that people are willing to take it.

Knowledge opens the world

The point of learning mathematics is not only to answer questions. It is to see structure, make connections and understand more of what is around you.

Everything connects

A graph can become a rail map. A quadratic can become a shape. A number pattern can lead into nature, music or computing.

Where I am now

I currently work in sixth form teaching and I am continuing to build the site around real classroom needs.

My first priority is making the GCSE worksheet generator genuinely useful for teachers: quick to use, flexible, printable and strong enough mathematically to be worth trusting. From there, I want the site to keep expanding into A level tools, explorations, starters and connected mathematical projects.

I am also preparing to spend a year teaching in Melbourne. I expect that experience to shape the site too, because good teaching ideas often travel well when they are built around thinking rather than a single specification.

Outside the classroom

Climbing

Climbing has shaped how I think about learning. You try, fail, adjust, rest, return and eventually something difficult becomes possible. That is a very honest model for mathematics.

Running

Running reminds me that progress is often quiet. Most improvement comes from repeated small choices rather than one dramatic breakthrough.

Cricket

Cricket is full of mathematics: risk, angles, timing, tactics, statistics and patience. I like that it rewards noticing small details.

Computing

Computer science gives me another language for mathematical ideas. Graphs, algorithms, simulations and visualisations are a huge part of why this site is possible.

What I hope visitors feel

Mathematics is not only a subject to get through. It is a way of noticing more.

If the site works, a teacher should feel that their planning is a bit lighter, and a student should feel that mathematics is something they can enter, explore and return to with more confidence.