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Travel radius

15 miles
Hourly fee

$30.00
Email Cary T.

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I teach math at one of the city community colleges, and have six years of experience as a Kaplan tutor, helping to prepare high school students for the ACT & SAT exams.

My favorite subjects are calculus--both single and multi-variable--abstract algebra and linear algebra. I am both patient and demanding, and enjoy engaging students in the subject matter at hand.

Corporate Training:

GMAT, Statistics

Test Preparation:

ACT English, ACT Math, ACT Reading, ACT Science, ASVAB, GMAT, GRE, LSAT, PSAT, SAT Math, SAT Reading, SAT Writing

Homeschool:

Algebra 1, Algebra 2, Calculus, Geometry, Physics, Prealgebra, Precalculus, SAT Math, SAT Reading, Statistics

Business:

GMAT, GRE

Science:

Math:

ACT Math, Algebra 1, Algebra 2, Calculus, Differential Equations, Geometry, Prealgebra, Precalculus, Probability, SAT Math, Statistics, Trigonometry

English:

I have tutored for Kaplan for nearly six years, qualifying to teach both verbal & math sides of the ACT and SAT. In that time I have probably tutored 120 different students. As well I have tutored the following subjects: AP calculus, calculus for several college students, SAT math levels 1 & 2, pre-calculus, and geometry.

I have helped prepare dozens of high school students for their ACT exams, while tutoring for Kaplan Premier. Though I'm qualified to tutor both the verbal and quantitative sides of the exam, I enjoy teaching the math section more than the others. I enjoy the subject--I teach math at the community college level--and I also derive great pleasure at showing my students ways to arrive at the correct answer without actually working through a complete solution to the problem. (The shortcuts are math, in a quick and dirty sense, which I think gives the students more of a sense of command of the test occasion.)

This section of the ACT begins the more difficult half of the exam: four rather dense passages, each with 10 questions, all to be finished in 35 minutes. As a tutor for Kaplan, I have helped many students improve their scores, showing them how to map each passage, how to predict the answers, efficient ways to eliminate wrong answers. It's easy for the test-taker to lose heart in this demanding section, and I enjoy training students to fight their way to the end.

The science section of the ACT has changed a bit the last several years. When I first started tutoring this material for Kaplan, no science knowledge was required; now, if Kaplan practice tests are at all representative, one or perhaps two of the 40 questions in this section will assume some basic knowledge of chemistry (pH scale) or biology (base pairs on the double helix). Nonetheless, the test measures a kind of reading skill: deciphering data displays, scanning research summaries, and understanding conflicting opinions offered in a mini-essay. Time management is a common problem here, and I've had a lot of experience both breaking down the test, and helping students improve their pace.

I have tutored for Kaplan for nearly six years, qualifying to teach both verbal & math sides of the ACT and SAT. In that time I have probably tutored 120 different students. As well I have tutored the following subjects: AP calculus, calculus for several college students, SAT math levels 1 & 2, pre-calculus, and geometry.

I also teach math at the community college level, everything from pre-algebra to business calculus (applications of multi-variable calculus).

I have taught a subject akin to this at the community college level. I have also tutored this subject--as well as others more advanced--on many occasions, both on behalf of Kaplan, and to others whose parents have hired me independently. I find the material easy to present in a straightforward way, climaxing with a solution to the general quadratic.

I've tutored AP (BC) calculus at the high school level and both beginning and advanced (multivariable) at the college level.

As an undergraduate, I took a couple of courses in ordinary differential equations (ODE) and in what was then called numerical science, the primary reason for which was to solve ODE's not accessible analytically. In addition, I've reviewed the material from Khan Academy and MIT's 18.03--available at ocw.mit.edu--to refresh my knowledge of the subject, including solving partial differential equations. I anticipate the help requested has more to do with the general context in which ODE's arise, than with the varying methods of solving them. That is, my sense is that the student seeks someone conversant with calculus in general, and ODE's as a species of that curriculum.

I have tutored Euclidean plane geometry to several high school students. Propositional Euclidean geometry is something I've not formally taught, but have an interest in. From time to time in one of my general math courses, I'll do some constructions based on Book I of the Elements. I know about two dozen proofs of the Pythagorean theorem. I prefer algebraicizing geometry to geometrizing algebra, but use certain geometric symmetries to explain concepts in other topics, e.g. integral calculus.

I have taught and tutored this subject to adults, by far the most challenging teaching assignment I've undertaken. At least the subject matter convinces my students that addition and not multiplication is the more problematic operation. I've developed a singular method of justifying negative numbers and common multiples which has enjoyed a modest success, at least with those of my students brave enough to try it.

At Truman College, this subject is called College Algebra & Trigonometry. During Spring term, I had regular Monday morning sessions at Truman's Math Center with three/four students who studied this under a fammously rigorous instructor. I have also tutored about a half-dozen high school juniors and seniors in this course. The most interesting topics I consider to be rational functions, logarithmic and exponential functions, and their graphical expressions.

This past Spring I taught a section of combinatorics/probability. My special interest in the topic centers on Bayesian applications. What I like to impress on my students is that probabilistic inference can shock. The subject matter is extravagantly counter-intuitive, one result of which is that it's much more likely to earn good wages as a blackjack dealer than it is as a gambler.

I am now prepping a student from Glencoe for both the ACT and the PSAT. The PSAT is only a junior version of the SAT, half the size and somewhat less rigorous, and is important mainly because it serves as the National Merit Qualifying test. As such, it is more than a practice test. I use essentially the same coaching methods as I do for any other standardized test. One of the keys is to optimize the student's time management, permitting her more time to proof (reconsider) her answers. Though there are differences among the PSAT, SAT, and ACT, I view them generically in terms of the tutoring modalities required, and I have lots of Kaplan-sponsored experience to bring to bear on PSAT preparation.

I teach math at the community college level, and have tutored a variety of topics, from algebra to multi-variable calculus.

Most of my test prep work for Kaplan deals with the ACT, but I think the three Reading sections on the SAT are easier to manage, both as a tutor and as a test-taker. The SAT is something of a medley event, with nine sections in varied sequence, and I've found it easier to coach than the corresponding 4-passage/35-minute ACT challenge. The paired long passages are the most difficult challenge, requiring more extensive mapping, but the technique of reading the first passage and answering its dedicated questions before turning to the second passage, establishes a less enervating pace for the student. One of my students received a perfect 800 on this section (and on the writing section as well, something I'll mention elsewhere).

As I mentioned elsewhere, I've had considerably more experience with ACT prep, but I've probably tutored a dozen or so students for the SAT. The Writing section (multiple choice) offers enough variety in its test modalities to make for entertaining tutoring sessions. For those who read for pleasure--not a large crowd in my experience, alas--the sentence completion exercises are easy. I spend most of my time dealing with sentence construction/grammar issues. I do very little with the essay, as I have it on good authority that Admissions Offices (e.g. the University of Chicago) don't bother to read it. To fulfill my obligations to my students, I have a five step formula to help them write something that will fetch a good score. This is not something I spend much time with, exactly what the task deserves.

In addition to my (adjunct) teaching duties at Truman College, I serve as a session leader at the school's Math Center, where students in all math courses come for help. Trig is one of the topics I'm frequently called upon to 'coach'. I particularly enjoy demonstrating the relationship between the set of complex numbers and the unit circle. To some degree the courses are more pedestrian, deriving the sum and difference formulas for sin and cosine, for example, but there are applications which bring the subject alive.

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