About
When a student is struggling with math, there are two typical solutions. One is to "make math easier." Sometimes this is the right approach, but it's sort of like cutting a childs meat fo r them. Eventually they need to grow a bit and learn to cut their own meat. The other, somewhat neglected solution is to "make the student stronger" so that he or she can handle math as it comes. I try to show a student, at each step, how he or she could have managed that step without my help. My goal is that the student won't need a tutor in the future.
I've been tutoring since 1976. I have a Ph.D. in number theory and have been a math professor since 1990.
Math is a fun game, and I like talking about math and doing math. My goal with students is to help them increase their math muscles so that they won't need a tutor in the future. So when a student blinks and says, "Ooooohhhh..." because he just had a deep insight and everything just came together, that's my job sastifaction. The student realizes then that he had the power all along.
Highlights
Reviews
Cole B.
Collin
Chong
Lyles
Austin
Laura J.
Frequently asked questions
What is your typical process for working with a new student?
Every student has a different picture of what tutoring should be. Some want to bring a list of questions. Others want the material taught from scratch. Some want to meet every day; others, once a week. We start with a short meeting (at no cost) to find out what the student wants and where and when to meet. The student should provide copies of syllabuses and other helpful information at this meeting. Then we set a time and place for the first session.
What education and/or training do you have that relates to your work?
I have a Ph.D. in math (analytic number theory.) I've tutored since I was in high school. I tutored while an undergrad at MIT and in graduate school at U. of Nebraska. I've taught almost every undergraduate math course multiple times. I'm familiar with most textbooks. I've also taught and tutored in middle school and high school.
Do you have a standard pricing system for your lessons? If so, please share the details here.
My base rate is 50 dollars for a 50 minutes session. This can be more or less depending mostly on travel. The length of the session is also flexible.
How did you get started teaching?
I taught my first math class when I was 16. In my rural hometown, it was decided to start teaching algebra to the 8th grade. The middle school math teacher didn't know algebra and the high scholl math teacher was already overloaded. I was the math nerd of the school, so they hired me, as a high school sophomore, to teach algebra to the 8th graders. I guess this was legal, because I was being supervised by the real teacher. It was fun and rewarding, and I've been in the classroom ever since.
What types of students have you worked with?
I've been a math professor since 1990, and I've taught most undergrad courses several times. So I get a lot of students who want help with upper-division math courses. I seem to be one of the very few tutors in the area who will take students in proof-based courses.
I've always gotten my best student evaluations, however, in the more remedial courses. Students in Intermediate Algebra and similar courses are usually there because they need better study skills and more self-confidence. I concentrate on that, and then the math comes naturally.
So I think of myself as a tutor for the extremes. I have good results with remedial struggling students and also with students who want to learn to do proofs well in upper division courses.
Describe a recent event you are fond of.
A student contacted me a few weeks ago having scored 32% on his 2nd number theory exam. He was worried because he plans on graduating this semester. We started working together and last week he brought me his 3rd exam, on which he scored 92%, the second highest score in the class. His joy is my joy.
What advice would you give a student looking to hire a teacher in your area of expertise?
There has to be good chemistry between teacher and student. Lots of tutors are mathematically qualified in many subjects, so it's important to find someone with whom you click. I recommend a face-to-face interview (I don't charge for this and I don't think other tutors do either) for 20 minutes in a coffee shop. If rapport is established, you've found your tutor.
What questions should students think through before talking to teachers about their needs?
Everyone has different needs and has their own ideas about what should happen during a tutoring session. So a clear answer to, "What do you see us doing during our hour(s) together?" will help both of us set precise goals. Some students want lectured. Others want to bring a list of questions. Some want 3 sessions per week. Some want only a session before each exam. Think about what you would like to happen and let us know.