I have tutored many students in algebra, ranging from the basics (pre-algebra topics such as ratios, proportions, percents, and exponents) to algebra 1 concepts such as linear equations, inequalities, slope graphs and coordinate geometry, quadratics and factoring, radicals, polynomials, and sequences and series basics. Algebra is the most requested topic for teaching students at my local tutoring center.
I have tutored many students in algebra 2 topics. These include systems of equations, functions, complex numbers, polynomial roots, synthetic and polynomial long division, binomial theorem, arithmetic and geometric sequences and series, logarithms, partial fractions, radical powers, combinatorics/counting, and special factorizations. In addition I specialize in teaching advanced problem solving techniques using algebra 2 topics to help prepare for high school math competitions and standardized tests. These include advanced factoring techniques, Vieta's formulas, partial fraction decomposition, finite differences, telescoping sums, and many others.
My high school calculus experience included the AP BC Calculus examination (scored a perfect 5), and multivariable calculus with differential equations. My college calculus experience included 3 semesters of engineering calculus, multivariable calculus, and differential equations. In addition I have taught an Academic Excellence Workshop (AEW) course aimed at Cornell University freshmen and sophomores for two years in a row. This course focused on mastering Multivariable Calculus and differential equations. Recently I have also taken UPenn's famous calculus course taught by professor Ghrist on the Coursera platform and have scored a 96% final grade average.
I am a computer programmer by profession, and have a bachelor degree's in Electrical and Computer Engineering (ECE) from Cornell University. I help develop software, and work with databases in the computer industry. I have tutored students in programming languages in the past, including Python and Java.
I have a bachelor's degree in Electrical and Computer Engineering from Cornell University. I help develop software in the industry, and work with databases and data warehouses in the IT computer industry. I have tutored students in programming languages in the past, including Python and Java. I have also recently taken computer sciences courses from MIT and Stanford through the edX and Coursera online platforms.
I have taken a semester long differential course in a rigorous high school Magnet program, as well as multiple engineering college courses using differential equations (Multivariable Calculus/Differential Equations course at Cornell, also known as Engineering Calculus III). Other courses I have taken involving the use of differential equations were Feedback Control Systems, and Signal Processing. I have some experience with partial differential equations and boundary value problems, but am most comfortable with ordinary differential equations which are typically found in introductory classes.
My rigorous electrical engineering college courses prepared me for tutoring discrete math. I have worked extensively with probability concepts, permutations, combinations, boolean logic, sequences and series, and introductory graph theory (DFS/BFS graph search algorithms and shortest path graph algorithms). A lot of my coursework at Cornell in my electrical engineering major involved discrete time signal processing and discrete Fourier transforms. In addition, I am familiar with proofs using mathematical induction, which is a substantial portion of any introductory discrete math course.
I have an Bachelor's in Electrical and Computer Engineering from Cornell University. Courses taken include Circuit Analysis, Digital Design of Systems, Microelectronics, Computer Architecture, Signals and Systems, Telecommunications, Random Variables and Information Theory, Feedback Control Systems, Wireless Communications, and Microcontrollers.
I have tutored two of my sisters for the ISEE/SSAT examination, helping them score in the 85%+ percentile, qualifying them for entrance to the top boarding schools. I have deep experience in SAT tutoring, and have also taken the ISEE/SSAT exam as well, scoring perfect on the math section. Most problem solving strategies present on the SAT can also be used on the ISEE/SSAT exam, although the ISEE exam is easier. My other math qualifications and high test scores (perfect scores on the SAT, and SSAT math portions, and near perfect on the SAT II), as well as high scores on the high school math competitions exams (AHSME/AMC 12) allow me to effectively help students maximize their score on the ISEE and SSAT tests.
My experience includes working with many students in pre-algebra and elementary math topics at my local tutoring center. The most common trouble topics involve ratios, proportions, percents, a lack of good number sense (i.e. divisibility, prime factorization, GCF/LCM), and fluency with fractions and fraction simplifications. I have found that most students have been taught to avoid fractions and tend to overly rely on decimals and the long division algorithm taught in elementary and middle schools. This can work against them, because fractions are intimately tied to ratios and proportions and can make life much easier in algebra and higher math classes. Mastering fractions is also one of the best ways to improve one's mental math ability at an early age (i.e before high school), which is a very desirable skill to have in the real world. For highly motivated students seeking challenging material, I highly recommend the Pre-algebra curriculum book from the AOPS (Art of Problem Solving) website.
I have taught students trigonometry and pre-calculus at my local tutoring center. The most common topics of concern with students are trigonometry and vectors. Trigonometry is typically very confusing when first encountered and students will tend rely on memorization to get by in their courses. However, the trig functions are all connected to each other, and many trig identities also display similar patterns; seeing these connections helps cut down the memorization to a small subset of the original material. This liberates the students to focus on the concepts and work on applying trig to real life situations (i.e. rotation, periodic behavior, etc). Vectors are generally easier to understand than trig, but they are intimately tied to physics so I recommend students to have a basic understanding of mechanics before learning them.
I have taken various probability classes in my engineering college curriculum. I am fluent in combinations, permutations, geometric probability, basic combinatorial identities, random variables, conditional probability, recursion, and basic graph theory. I have implemented many of the above probability concepts in a discrete math setting in Python/Java programming environments. Some of the projects I have coded include poker hand calculators, shortest path graph search, and random walk simulations. These all made extensive use probability and combinatorics.
I have tutored students in programming languages in the past, including Python and Java. I have recently taken a full semester computer science course from MIT on the edX platform (Course 6.00x) which heavily focused on programming, all of it done in Python. I use Python regularly at work, writing scripting applications to help analyze large volumes of data. I am a computer programmer by profession, and have a bachelor's degree in Electrical and Computer Engineering (ECE) from Cornell University. I help develop software, and work with databases in the computer industry.
I scored perfect 800 on the math portion of the SAT. I can teach the basics, as well as advanced problem solving strategies for those students seeking a high score on the test. Note, unlike other math classes, problem solving ability and pattern recognition is a must for getting a high score on this test, so it is critical to work on as many of the hard problems as possible in order to succeed on the SAT.
This timed test is required for entrance to most of the competitive boarding schools in the country. I scored a perfect 800 on the math portion, and I recently helped my sister obtain a high enough score for her to make it into a top 10 boarding school in the Northeast. Although this test is a lot easier than the SAT (it contains minimal algebra/geometry knowledge necessary to do well), a good problem solving ability is still a must, as many questions tend to appear in word problem format. Again, the ability to decode the questions and recognize patterns is key to obtaining a high score on this test, so it is very important to practice working as many of the hard problems as possible to maximize the chance of doing really well on the SSAT.
I have taught students trigonometry and pre-calculus at my local tutoring center. The most common topics of concern with students are trigonometry and vectors. Trigonometry is typically very confusing when first encountered and students will tend rely on memorization to get by in their courses. However, the trig functions are all connected to each other, and many trig identities also display similar patterns; seeing these connections helps cut down the memorization to a small subset of the original material. This liberates the students to focus on the concepts and work on applying trigonometry to real life situations (i.e. rotation, periodic behavior, etc).
I have worked with the Unix/Linux operating system for the last 10 years, from the basics of installing software, to writing complex maintenance scripts and monitoring software. My current software work environment is all Unix based. I am adept at writing Unix shell scripts for task automation, job scheduling and data parsing. I am able to effectively help tutor introductory Unix classes focusing on simple utilities and their syntax, as well as provide more advanced Unix instruction involving full scale shell scripts.