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I've taught math, particularly algebra and geometry, for over a decade, working at all grade levels but with particular attention to middle schoolers. I've run summer academies and math enrichment programs, along with normal classroom, after-school and tutoring classes. I use innovative methods that help students comprehend concepts, not just tricks and formulas, so that algebra makes sense. I have tools (including physical models) that can help students overcome what a colleague calls "the math wound," and turn fear into enthusiasm, comprehension and mastery.
My specialty is Algebra. I've run a nonprofit educational foundation for over a decade that has developed tools and techniques for conveying algebra concepts to all kinds of learners. Not everyone can learn from spoken and written language. Some learners need physical models, others require auditory representation of key ideas. I have tools that can reach any learner, and are designed to overcome math fear, replacing it with deep understanding of key concepts along with enthusiasm for the subject.
I've worked extensively in basic algebra and geometry, the foundations of advanced math study. My work there has been aimed at creating new techniques that can move any learner, regardless of sensory preference or learning style (auditory, language, tactile, visual) to subject mastery. More advanced algebra involves quadratic equations, radicals and curvilinear functions. Without a sold base, it's tough stuff. By addressing a few basic concepts -- such as the fact that a quadratic expression can be represented by a rectangular figure -- and making certain that underlying skills are solid, the road ahead can be free of barriers.
I took my degree at Harvard in interdisciplinary social science, with an emphasis on history and international relations. I've stayed up to date, am engaged in a variety of policy related online forums, teach two current events seminars at facilities in Palo Alto. I think US history is my greatest academic strength -- despite the fact that I've worked in math education for over a decade.
I was a pre-med student at Harvard. I did well in all my subjects, then veered off into a career in media and education. I read a 1000 page biology book a few years ago, cover to cover, since so much has been learned since my studies. I continue to read in science and biology, try to stay current with advances in research. I have some background in chemistry and physics as well, so I don't just regurgitate factoids; I understand why things work as they do, to the extent any of us comprehend living systems. I'm a skilled teacher, an energetic learner and I like to say that the best way to teach is to learn. I bring a strong background and deep curiosity to every engagement.
I've written for publication since I was 12. I've edited half a dozen newspapers and professional newsletters and published articles in a dozen professional journals. My English composition, grammar and vocabulary skills are top-notch, and I know how to instruct in the subject.
I've been teaching Geometry at various levels for ten years. I've developed some new methods for gaining understanding of key concepts such as the properties of angles and the relationships of triangles inscribed in a circle. These can give a student a sounder grasp of concepts than memorizing theorems or reading a text on Euclidean geometry. I've had great success instructing Geometry with students from the 6th through the 12th grade.
My undergraduate degree from Harvard is in interdisciplinary social sciences, with particular emphasis on government. My specialization was international relations. I've continued my studies and these days I lead a series of current events seminars for seniors. I write frequently on topics of politics and government. I am a published author.
I have painted since I was a small child. As a pre-adolescent, I studied at the Art Students' League in New York. I painted a mural that was hung in the museum at the feet of the Statue of Liberty when I was 11. I continue to paint, working in acrylic and oil, mostly plein air. I also work in watercolor. I believe I could productively share some of what I've learned in the craft.
My work in video has largely been artistic. I helped to popularize a field known as video image synthesizing. I built a series of exhibits at US science centers, including the large-scale "Vision and Television" at Boston's Museum of Science, that allowed visitors to climb inside television and create video art of their own.
My single strongest area is Prealgebra. If a student doesn't have a strong understanding of numbers and number operations -- and this includes fractions -- there is no possibility of advancing in mathematics. Everything thereafter will be built on quicksand. I know how to get those ideas across, with tools that can address any learning style or sensory preference (visual, auditory, tactile). I love math and know how to share that fever. I can turn fear into joyful enthusiasm for the subject.
I was enrolled in Harvard Divinity School before leaving to start my first video production company. I named the company after a Native American religion and have continued my religious studies since. I am married to a Biblical scholar and have produced numerous instructional pieces on women's spirituality and Biblical subjects. I have lived in India and have some acquaintance with Hinduism. I have some knowledge of Islam and of Confucianism and Taoism. So from both my life experience and my formal studies, this is a field in which I can share learning experience productively.
I've worked in professional video for many years (since 1970). I just completed teaching a video practicuum to students at Cogswell College. I set up the TV Lab at Mass College of Art, taught a course on TV at Tufts, have lectured at MIT's Media Lab and Center for Advanced Visual Studies on interactive video, and have led new media and interactive video production trainings on three continents.
I can do this.
A good tutor — Martin P. has worked with my 8th grade son twice and already the difference he's made in my son's understanding of Algebra and his self confidence is truly remarkable. My son enjoys learning algebra with Martin and he is quickly picking up the pieces that somehow were lost in his classroom. Martin was quickly able to access my son's abilities, his strengths and weaknesses. He shows a real enthus ...
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