Joshua’s current tutoring subjects are listed at the left. You
can read more about
Joshua’s qualifications in specific subjects below.
The ACT math section is a little different test than the SAT. While working on the ACT more content problems might come up than on the SAT. Also, a knowledge of trig is needed for the ACT and not the SAT. A slightly different strategy might be needed for ACT.
Algebra 1 classes represent the core of algebra, these topics will be seen through almost all classes up through calculus. It is necessary to develop a solid foundation of algebra principles here so that later classes will not present problems. Moving up from prealgebra I make sure to focus on the properties of algebra, how to solve equations and more complex problems.
Algebra II is a return to an algebra based class, even though it usually follows geometry. Most students need a refresher on the more complex properties of algebra found in previous classes. Also, this is the first time we see more interesting topics such as conic sections, logarithms, trig and others. By now it is expected to have solid algebra techniques developed in algebra I, which is where a lot of students need help.
In addition to SAT, ACT, GMAT and other test prep tutoring, I also tutor for the CBEST. The CBEST covers algebra, geometry and a lot of standard arithmetic word problems. I focus on how to approach word problems when studying for this test and others like it.
As students move through their math studies, a lot of material is forgotten or just not used a lot. Going over the basics again, like fractions, decimals and percents can play a large part in success for algebra and beyond. If a student is seeing this material for the first time I try and make sure that they feel comfortable and natural with topics like fractions.
I have for the past few years fixed computers and taught the basics of using them. In high school and then at MIT I worked as a computer tech. If you need any help setting up a computer system, or to learn how to better use your computer I would be happy to help.
As geometry is commonly taken after algebra 1, it is a large deviation from previous topics. Because of this students are commonly confused at the beginning and might not recover well. The idea of a conceptual and non-algebraic proof is somewhere I see a lot of students go wrong. When working with geometry definitions, theorems and postulates play a much larger role than in algebra.
I have taken some upper level linear algebra classes while at MIT. Also, I took some application specific classes for subjects such as linear programming. I have looked at both abstract classes and applications such as above.
While at MIT, and as a high school student, I worked as a computer technician. I was lead student tech at the MIT Media Lab. We ran about 50 servers and 500 workstations. I have worked with Windows: XP, Vista, & 7; Mac OSX: 10.4, 10.5, 10.6; Linux: Ubuntu & Debian. Also Server editions for most of these OS's.
When tutoring pre-algebra I try and focus on the different skills needed to excel in algebra. I notice a lot of students need help in topics such as order of operations, using fractions, and the coordinate system. This is class might be the first introduction to variables/unknowns and I try and make sure students are not afraid of these topics.
The PSAT/SAT is a test not just of specific math topics, but an overall knowledge of math expected from High School students. Practicing word problems in addition to "normal" math problems is usually needed to see improved scores. Better testing strategies can help improve scores as well.
Most statistics classes are a combination of probability and then statistics. I try and focus on some of the common themes, such as finding z-scores and how that relates to different problems. Once that is understood, confidence intervals and hypothesis testing becomes more doable. I tutor AP stats, college stats and some applications in management or business classes.