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My name is Jason, and I am a 23 year old University of Maryland student. I am currently in my final year, studying mathematics and astronomy. I have been tutoring students of all levels since I was in high school, and I specialize in mathematics going up through calculus. My tutoring methods revolve around getting students to understand general concepts at a base level and then applying them to the problems they need to solve. I feel this is different from how most students learn math in school, where they are just taught to memorize specific steps to solve a problem and then churn out an answer. When students understand the mathematical workings at a base level they gain a much more useful knowledge that they are more likely to remember and can apply to a wider variety of problems. This way of teaching is especially helpful for students that are early on in their math career. When understanding math at a deeper level, more difficult courses going beyond calculus become much easier to grasp. Besides math, I am a certified tutor in both physics and astronomy. I also pride myself on my organization and study skills, both of which I can pass on to high school students and students about to enter college. These skills are crucial in college when students have more freedom in terms of how and when they study.
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.
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