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Email Mark Z.

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I have always been interested in math, even as a child; in late high school, I realized that teaching was my calling and even since I have enjoyed learning, teaching, tutoring, and explaining mathematics.

A native of Northeastern Pennsylvania, I graduated salutatorian from Bishop Hoban High School (2007), now Holy Redeemer High School, in Wilkes-Barre, Pennsylvania. While in high school, I took courses in Algebra I, Algebra II, Geometry, Trigonometry, Pre-Calculus, and Calculus I. My senior year, I enrolled at Wilkes University and completed courses in Calculus I and Calculus II.

I then attended King's College in Wilkes-Barre, Pennsylvania, on full academic scholarship to pursue a Bachelor's in Arts degree in Mathematics with Secondary Education Certification. While at King's, I took courses in Logic, Calculus III, Geometry, Linear Algebra, Real Analysis, Complex Variables, Numerical Analysis, Abstract Algebra (Group Theory and some Field Theory), Probability, Discrete Mathematics, Statistics, Topology, and Mathematical Modeling (related to Probability and Statistics). In fact, I took every Mathematics course offered during the years I attended King's. I also presented at the Eastern Pennsylvania and Delaware chapter meeting of the Mathematical Association of America in 2009 and am a proud member of MMA. I also presented research into poker probabilities at a 2010 King's College colloquium meeting of computer science and mathematics professors from across Pennsylvania.

I also took an undergraduate course in teaching mathematics as part of my education requirement.

Additionally, I have experience working with special needs students, specifically autism and attention-deficit disorder. I have also worked with English language learners.

I completed my student teaching at Crestwood High School in Mountain Top, Pennsylvania. I taught Essential Algebra, Algebra I, and Honors Algebra I/II. The majority of my students were freshmen, although I also taught sophomores and juniors. I also volunteered at an after-school tutoring program at the high school, where I aided students across all math courses.

I graduated from King's in 2011 Summa Cum Laude as an Honors Program Scholar and received my secondary mathematics certification (PA) in June 2011.

I then received a full academic scholarship to attend Binghamton University to pursue a Master's of Arts in Mathematics with a concentration in Statistics. While at BU, I completed courses in Probability, Statistical Inference, Data Analysis, Design of Experiments, Linear Algebra and Matrix Theory, Algebra I (Group Theory), Representation Theory, Combinatorics, Analysis I and Analysis II (Lebesque Integration).

I was awarded a teaching assistantship at BU; my first year I was a TA for an Introductory Statistics course, where I led two discussion sections of 30 "non-math" students each. I was recommended for the head TA position the following year, where I organized the course materials and prepared assessments. Both years I held office hours where I helped students across several courses.

I currently teach Geometry, Physics and AP Calculus at a Catholic high school in Queens, NY. I have received specialized training in preparing for the Math SAT, and as of March 2014 I am a certified secondary mathematics teacher for the state of New York.

As a tutor, my first objective is to determine what you or your child aims to achieve and where he or she currently stands with their mathematical knowledge. Most often, this can be done with a "pre-test" to determine what he or she most immediately needs to learn. From there, I will teach, re-teach or aid you or your student using materials the student currently has along with resources I have from my own education and materials I will create myself after meeting with your student for the first time. I utilize mnemonics and "key phrases" to emphasize key topics and I prefer visual algorithms that are easier to understand for both math and "non-math" students alike. However, no two students learn exactly the same way; I look forward for the opportunity to determine how your student learns best and adjust my techniques accordingly for the best possible results.

In my spare time, I like to write and act; I have directed and produced two of my own plays and played a major role in an independent feature film.

Corporate Training:

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The ACT Math section consists of Pre-Algebra, Elementary and Intermediate Algebra, Coordinate and Plane Geometry, and Trigonometry. I have explicitly taught all the algebra content during my time teaching in high school, and I have taken two Geometry/Trigonometry courses, one in high school and one in college. I also took the ACT when applying to college; I earned a 35 out of 36 overall.

I have taught Algebra I in high schools for remedial students, college prep students, and honors students. As a result, I know what strategies are effective for many different types of students. I also have a good deal of resources in Algebra available, some from textbooks, others of my own creation, from my time teaching in high school.

I have taught Algebra 2 at the college prep and honors levels in high schools. As a result, I have a good deal of knowledge as to what strategies are useful. Further, I have many resources available from my time teaching in high schools, some from textbooks, others of my own creation.

During the school year, I teach AP Calculus AB at a private high school in Queens. I am very familiar with both the content and structure of the AP Calculus Exam. I am also experienced in Calculus II and III, and I have taught or tutored both high school and college students in these subjects.

Calculus is an intimidating subject, but it does not have to be a difficult one. I will show you why given situations call for a certain approaches, and the reasoning why they work; in other words, we'll learn what Calculus "does"!

I am a certified educator in secondary education, but I also have some training in elementary education from my time in college. I like "hands on" teaching when working with young students, both to help students visualize the problem and keep focus and attention on the task at hand.

I completed an Honors Geometry/Trig course in high school and furthered my education in geometry in College. I am certified in secondary education mathematics, of which geometry is a core component.

I have recently completed my Master's in Mathematics as well, having taught at the collegiate level while pursuing my degree.

I took the GRE (M: 760) as part of the application process to graduate school. My GRE score partially allowed me to earn a full scholarship at a university in New York, where I earned my Master's degree in Mathematics.

I am familiar with the content and types of questions on the GRE, and am also a certified secondary math teacher in the state of Pennsylvania with experience tutoring and teaching at the collegiate level as well.

Additionally, I have specifically taught much of the algebraic content on the GRE during my time teaching in high schools.

I have taken Linear Algebra at both the undergraduate and graduate level. It was included on my Master's exam. I also have extensive knowledge of its application as it pertains to statistics.

I have taken a logic course in college, and later served as a teaching assistant for the same course. An axiomatic system of my own creation was part of my junior thesis in college; I presented this axiomatic system at the EPADEL (Eastern Pennsylvania and Delaware) Mathematics Association of America meeting in Gettysburg, PA in 2009.

I have both a Bachelor's and Master's degree in Mathematics; I earned these degrees while on full academic scholarship at two different institutions. Additionally, I am a certified secondary mathematics teacher in the state of Pennsylvania, with experience teaching at the collegiate level as well.

I have specifically taught Algebra I and pre-Algebra during my time teaching in high schools. I have a very good understanding of the material and also have many resources available from both textbooks and my own creation, to assist in learning pre-algebra.

I have both a Bachelor's and Master's degree in Mathematics; I earned these degrees while on full academic scholarship at two different institutions. Additionally, I am a certified secondary mathematics teacher in the state of Pennsylvania, with experience teaching at the collegiate level as well.

I took pre-calculus when I was a junior in high school; I took calculus simultaneously. As a result, I am very confident in my knowledge of the material.

I have both Bachelor's and Master's degrees in Mathematics, with a concentration in probability and statistics. I conducted research in probability methods while an undergrad, examining poker probabilities, and continued with applications in my graduate career. I have taken two courses specifically in probability, and at least five other courses that build upon probability.

I am also certified to teach secondary mathematics in the state of Pennsylvania.

I have both a Bachelor's and Master's degree in Mathematics; I earned these degrees while on full academic scholarship at two different institutions. Additionally, I am a certified secondary mathematics teacher in the state of Pennsylvania, with experience teaching at the collegiate level as well.

There are many different people offering SAT prep courses, but so many of them are not educators; they are simply people who know what's on the SAT. While that is no doubt valuable, I offer my training as a teacher in addition to content knowledge. I will not give a laundry list of useful formulas to memorize; I will go into the specifics of the problems, how to recognize relevant information, and useful strategies for eliminating wrong answers when caught with a difficult question. I have tutored at both the high school and collegiate levels as well; I am certain I can improve your or your child's SAT math score.

I have both a Bachelor's and Master's degree in Mathematics; I earned these degrees while on full academic scholarship at two different institutions. Additionally, I am a certified secondary mathematics teacher in the state of Pennsylvania, with experience teaching at the collegiate level as well.

I primarily focused on probability and statistics in both my undergrad and graduate careers, having taken at least eight courses in the subject. I have also done research using statistical techniques into the profitability of sports franchises and poker odds.

I completed an honors Geometry/Trig course in high school, and continued my education in Geom/Trig in college.

Trigonometry is not a particularly long course; many high schools, including my own, did not offer it as a separate course, but rather a subdivision of geometry that took roughly 1 1/2 quarters of the school year to complete. However, trigonometry certainly has a learning curve to it; clarity is key, with examples essential to the understanding of the concepts. I aim to provide graphs and real-world applications and problems that showcase trigonometry's usefulness as well as provide students with an easy way to recall the identities, etc., using mnemonics.

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