I am an exceptional teacher who shares complex mathematical ideas in simple language. I love mathematics and want to help students overcome their fear or lack of confidence. Because of my excellent teaching and curriculum development, I was chosen to become National Science Foundation's Faculty for the 21st Century. I have helped write the NCTM math standards and the AAAS Science Benchmarks, so I know what students need to learn. And, I really care about helping them.
I have also been successful in the corporate world, so I can share real-world examples.
My corporate website: www.Kmuanalyticsllc.com
Most students who stuggle in math have the ability to succeed, but they often do not believe in that ability. Somewhere along the way, the student has become overwhelmed or frustrated or has been told that they "could not do math." Success in mathematics helps overcome these barriers and builds an "I can do it!" attitude. These students sometimes find themselves actually teaching others mathematics. To be able to play even a small role in this transformation is a gift.
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Frequently asked questions
What is your typical process for working with a new student?
1) Develop trust and aim for a win on the first assignment.
Form a baseline of the student's knowledge and begin to develop trust.
Ask the student to share where they are stumbling. Ask questions about prior knowledge. Learn what prompted the student / student's parents to ask for help now.
2) Have the student pick the first problem in the current assignment that they do not understand. As the student begins working, showing knowledge and confusion, I learn where and how to help them succeed on this very first problem. We work through a few problems in this way.
3) When the student is ready, we step back and look at the remaining problems (still in this first assignment). We begin sorting the problems that are similar to those on which the student has already worked. How are some problems different? How might we tackle those? Develop strategies for seeing problems in groupings rather than as each on an individual challenge.
4) Have the student work through what s/he sees as the more challenging problems while "sitting" beside me.
What education and/or training do you have that relates to your work?
Doctorate in Mathematics
MS in Mathematics
BS in Journalism
Selected to be National Science Foundation Faculty for the 21st Century
Selected to belong to the NSF Change Agents' Round Table on improving math education
Contributor to NCTM Math Standards and AAAS Science Benchmarks
Author of mathematics curricula, particularly integrating mathematics with other subjects
Do you have a standard pricing system for your lessons? If so, please share the details here.
Pricing depends on the level of mathematics, the frequency of tutoring and the duration of tutoring. I try to help students progress so that they need me less and less, typically from two or three times a week to weekly, bi-weekly, and, finally, just as needed with challenges or before big exams.
Sessions can last 45 minutes or an hour. Price per hour ranges from $35 to $55/hour. In general, purchasing a block of sessions (5, 10, ...) reduces the cost per hour by $5/ hour to as much as $10/ hour.
How did you get started teaching?
I wanted to help people open doors that may seem closed to them: education can be that opportunity. I chose mathematics as it is often seen as the critical gatekeeper. Unlocking mathematics opens many educational and career opportunities.
What types of students have you worked with?
I have worked with students of virtually all types:
Students who struggle every day with math, who do not believe that they have "the math gene".
Strong students trying to understand one or two tough concepts
Inner city, suburban, Black, White, Latino
Students pursuing engineering degrees and students who don't yet understand decimal addition
I have not worked as frequently with students who are not fluent in English.
What advice would you give a student looking to hire a teacher in your area of expertise?
1) Make sure the teacher knows a lot more math than they are teaching. This makes it easier for the teacher to understand how and why a student takes a different approach toward a problem.
2) Make sure the teacher cares whether or not the student learns. The learning is the student's responsibility, but a caring teacher can make an enormous difference.
3) Get a sense for how reliable the tutor will be: You don't want your child relying on the help of someone who only shows sporadically.
What questions should students think through before talking to teachers about their needs?
Is your challenge with math a one-time event or has this persisted throughout your schooling?
When do you last remember feeling successful in math?
What does "success" in math look like?