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I am a full-time tutor from Villa Park who deeply enjoys math. I find creative ways to help concepts settle naturally with each of my students, who usually find my enthusiasm contagious. I keep their thoughts at the forefront so they discover the truths as their own instead of memorizing lists of rules that look arbitrary. My goal is to have each of my students feel true ownership of the material.
Although I've tutored many subjects, my focus right now is on algebra (algebra I & II), the courses leading up to it (elementary math & pre-algebra), and its application (geometry & trigonometry), which also covers the math portion of most standardized testing (MAP, EXPLORE, SSAT, PSAT, GED, ASVAB, ACT, SAT, GMAT, GRE etc.). I currently have openings:
- before 2pm on weekdays
- Sunday evening (7:30pm or later)
- Tuesday evening (8:30pm or later)
- Thursday evening (8:30pm or later)
Aside from tutoring, I am also a docent at the Oriental Institute (University of Chicago), learning to code for iOS (first project will be an algebra app! So excited!), and playing around with a mathematical work of Archimedes (for fun). My profile didn't have room for all my college majors, so here they are:
- Mathematics (prep for PhD study)
- Classical Languages (Greek, Latin, Sanskrit)
- Classical Studies (think Greek/Latin history)
- Classical Archaeology (my interest is analyzing data from 3000-5000 years ago, near east)
Thanks for finding out more about me! Feel free to reach out with any questions or comments.
Like any language, we learn algebra for a purpose. In prealgebra we were introduced to the vocabulary and grammar of the algebraic language (e.g. we say "3x" and not "x3") so that we can use it as an efficient shorthand in recording our thoughts. As we get into algebra, we start comparing the different ways of finding answers, looking for the more "elegant" (easiest) way. We start to think about relationships and shapes using our new-found language and start seeing the world opening up to be a very exciting place. Predominantly, we are learning how to think using algebra as a language, and we have lines, parabolas, etc. as a play-field.
Now that we're comfortable thinking using the algebraic language, we start to think about new things. We flesh out the relations we had only touched on lightly before (e.g. ellipses, hyperbolas, inequalities, absolute values, logs), and expand a few methods (long division) so we walk away from our algebra experience equipped to face, think about, and describe mathematically the problems around us. Set sails for calculus!
This is where we cover the numbers, basic operations, and number formatting that will carry us through for years to come. It all boils down to some pretty straightforward concepts:
- Numbers (Natural, Whole, Integers, Rational, Real, Imaginary, Complex)
- Operations (Add, Multiply, Exponent)
- Formatting (Money, Percents, Fractions, Decimals, Measurements, etc.)
I keep no mystery from my students. I find most confusion comes when students only get used to the "easy" stuff, and then get disoriented when something looks unusual. So I embrace the negatives and the fractions, and anything else that looks intimidating or curious. Because they're all really very friendly. And fun.
Definitions, Postulates, Theorems, and Proofs meets the world of polygons and circles. By now, you know you can figure out answers, but do you know *why* those answers are right? Can you break it down and provide evidence at each step? Slow motion is breathtaking in the movies, and is magnificent in math. We'll get you comfortable with the pieces, with putting them all together, and with doing it all in an impressive manner.
As students approach algebra, they've already used mystery numbers all over the place. (Remember 2nd grade and 3 +  = 5? And you put a little 2 in the box? That was algebra. =2.) Students just haven't thought of it as algebra because they weren't always using the special symbols. Prealgebra is the time we take to start familiarizing students to this very useful mathematical language that we use to note and analyze our thinking. It has its own vocabulary, syntax, and grammar. For example, when we say x=2, everybody *just knows* that we're talking about a single x equaling 2. 1x is written as x. Because it's more "efficient." (Sounds better than saying "lazy", doesn't it?) Once the language of algebra becomes comfortable, we can start playing around with it, which leads us to the wild world of algebra.
Numbers, Algebra, Geometry, Data ... what more could you ask for in a refreshing review of HS math? A chance to polish up for the SAT Math. We'll see where you are, fill in some gaps, and keep you moving toward that high score!
Fun with Triangles! You thought the Pythagorean Theorem was wild? Oh, just wait. We can now start connecting any degree of angle with the proportion of the sides. Hold on to your hats! We're turning these triangles upside down, inside out, and opening the door to all manner of impressive looking (and useful!) formulas.
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