Jason’s current tutoring subjects are listed at the left. You
can read more about
Jason’s qualifications in specific subjects below.
back to top
Calculus is the heart of advanced mathematics. Since it is applied to such a broad range of other sciences, a student's understanding must be strong. I often instruct students who have not formally taken calculus, but wish to get a head-start on this often challenging subject. Calculus is all about applying a wide range of techniques to solve specific problems. My style of instruction is based on explaining all of these techniques on a conceptual level, almost building the topics “from scratch.” This allows students to make more sense of the vast amount of new information presented to them. I find that most student's troubles in calculus come from the fact that they are seeing so many new mathematical techniques, they are unsure what to use to tackle a given problem. However, when students understand where these methods come from, and how they relate to each other, they are in a much better position to apply what they have learned.
I studied mathematics at the University of Maryland, College Park, where I took multiple logic courses (Mathematical Proofs, and Elementary Mathematical Logic). Outside of specific logic courses, each upper level math course I completed was centered around logic (e.g. Real Analysis, Combinatorics and Graph Theory, Applied Harmonic Analysis, etc.). Math proofs in general require a deep understanding of logic concepts, as these concepts are used for even the most basic of math proofs. My extensive math background is exactly what is necessary to tutor logic.
Precalculus is a turning point in the career of a math student, where a new type of analytical thinking is required. Students look at previously learned material from algebra 2 with further depth and introduce new ways to describe previously studied systems (using radians and the polar coordinate system, in particular). This is where my experience and teaching style are most helpful and effective. In school, formulas are presented with little background and expected to be immediately applied. I help derive where these ideas come from, what they mean, and how they relate to material already studied. In my experience, this type of approach brings clarity to students who are struggling, while providing a strong base to students who wish to move on to higher math.