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Who I am:
NOT your run-of-the-mill tutor. Before a career on Wall Street, I was a professional, world-class mathematician. I have an MS and a PhD in mathematics from Yale University, and summa cum laude BS and MS in mathematics from the former USSR. A graduate of one of the Soviet Union's elite math-and-physics high schools, I was also a multiple Mathematics Olympiad winner.
What I can do for you:
(1) SAT/ACT and ISEE/SSAT test prep. Important as they may be, test-taking techniques only scratch the surface of what is possible. By emphasizing *understanding* over tricks, I will unlock your *true* potential, and take you to the heights you have never dreamed achievable.
(2) Gifted-child math. If the school math does not challenge you enough---whatever your age---I can help! In grades 1-3 I recommend Singapore Math (at, and above, the grade level), which I supplement with algebra (yes, the children ARE ready) and, in grade 3, with my adaptation of the Soviet textbook. For higher grades, I use my adaptation of the standard Soviet textbooks, as well as textbooks created specifically for Moscow's elite high schools with emphasis on mathematics. I also throw *fun* stuff into the mix, from prior-years math competitions, such as Math Kangaroo (all grades) and the AMC (middle and high school). In that program, students can be reasonably expected to ace the math section of the SAT by the end of 7th grade. (My 12-year-old son did just that, scoring 790 on the SAT math last May while in 7th grade; and 800 this October, at the beginning of 8th grade.)
(3) Gifted-child physics. To the bright middle- and high-school students not content with the cursory treatment of physics at school, I offer an in-depth conceptual journey supported by a collection of challenging physics problems which I have been adapting from various Soviet sources. The latter project is in progress, with its Newtonian Mechanics part essentially completed.
Back in my previous, academic life, I taught Multivariable Calculus at Yale University, and Calculus 1 and Calculus 2 at University of Waterloo. Last year, I tutored (long-term) an exceptionally gifted 9th-grader taking AP Calculus BC; he ended up scoring 5 on the AP exam.
While working towards my Bachelor and Master degrees in Mathematics, I took---and aced---an in-depth three-semester course in Differential Equations (including both Ordinary and Partial DEs). Later on in my academic career, I taught some of it at the college level in my calculus class.
My PhD theses---as well as postgraduate research---were in the area of Discrete Mathematics.
Did you know that our Founding Fathers were almost universally educated in geometry? In their private letters to friends, they would make references to Euclid's the Elements the same way we would talk today about Google, or iPhone, or Twitter. (Except being able to talk about these modern realities is not a sign of a solid education :)
Until a few hundred years ago algebra gave modern mathematics ability to record information concisely---in formulas---geometry had done so---pictorially---for over two millennia.
A sidebar: When I taught at University of Waterloo, I organized a minicourse in Projective and Conformal Geometries.
I have been successfully preparing for ISEE those of my students who are applying to highly selective private schools. Last December, one of my students (a 5-th grader) placed in 98-th percentile in ISEE Math.
Per my PhD program requirements, I taught a course in Linear Algebra at Yale University.
Starting in the Summer of 2013 twice a week, and continuing during the school year weekly, I have been running a physics class for exceptionally gifted students. Progressing slowly, we go more in-depth than a typical AP Physics course would. Our target is to study elementary physics in proper breadth and depth, over three-year period. The problems we consider mostly come from old Moscow physics competitions and other classical Soviet sources, which I have been adopting for this purpose.
During my academic career, I taught [different flavors of] calculus at Yale, and University of Waterloo.
My system of preparation for the SAT/ACT math is "unique" (not really; it just imitates the way professional mathematicians approach math problems). First of all, slow down! "But I need to do it fast on the test," you may protest. True, but you need to learn how to *solve* problems first, *before* you can do it fast. The first time I looked at an SAT test, I did it (perfectly) in just over half the time--but I had never trained for speed. It may sound counter-intuitive, but speed comes naturally to those who (1) are good at solving problems and (2) have a complete command of the subject matter.
The good news is that the subject matter to master for the SAT math is very VERY limited. It can be explained to a thoughtful 7th grader. I had done that with my 12-year old son, who went on to score 790 on the SAT Math in May of 2012 (in 7th grade) and 800 in October 2012 (in 8th grade). I can do this with you, too.
How can I teach you to *master* the SAT math? By asking you to 'throw out the clock' and take your time; to write your complete solutions in a quad-graphed journal; to cover up the multiple-choice answers, unless the problem cannot be solved without seeing them. This approach to problem solving will immediately flash out the areas in need of additional attention. This is the most efficient way--perhaps the only way--to truly master the subject matter, and to end up *dominating* the test.
It is only when you have mastered the SAT problem solving *without* the clock--and you will, sooner than you may think--can we begin worrying about speed. But guess what: at that point, it will scarce be necessary.
As a Statistical-Arbitrage trader on Wall Street, I am a de facto practicing statistician. Being a professional mathematician (Yale Ph.D.) certainly helps. Last spring, I tutored an exceptionally gifted 9th-grader, who proceeded to score 5 on the AP exam.
Unique Objective and Process of Learning — Andrei brings a unique perspective to the process of learning mathematics. He is adept at encouraging the ability to conceive and calculate solutions to problems mentally, ultimately aiming to eliminate the need for figuring things out on paper or with the use of a calculator. The student must invest in himself/herself by agreeing to practice between sessions; by looking back at the processes of ...
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