The ACT tests, for most colleges, are accepted as much as the SAT. The advantage of taking the ACT is that, in general, it is easier to do well on than the SAT. It is said that one only needs the math up through the 8th grade to think about and compute problems on either test. The SAT is harder because it tests the student on how well he or she can apply math knowledge to solve unique problems and situations. The ACT has some of the same questions, but, in general, ACT questions are more direct, testing the student on his math knowledge alone.
I have over the past three years successfully helped many young people to pass the math ACT with a good score. I focus my teaching on the exact concepts the student needs to relearn and give him or her plenty of practice problems to increase speed and gain self-confidence.
Many students have problems with algebra because it is often presented by the classroom teacher in an abstract manner seemingly outside of the student's realm of experience. Translating words to algebraic symbols, in fact word problems themselves, are a challenge for any student. I am successful working with students weak in algebra because I relate each concept back to the number skill(s) it is based on; I can do this because the letters or variables in algebra simply represent numbers. Often, a student is weak in number skills, and strengthening them makes algebra easier and more realistic to them.
A child's success in Algebra 2 hangs on how well s(he) understands Algebra 1 from two years before. Many students forget algebra concepts and need to relearn. Others had poor instruction when they took Algebra 1, and now are totally lost in this second year of the math. Too many Algebra 2 teachers do not review enough the previous algebra skills; some teachers do not review at all.
It is confusing to students when they get increasingly low scores and feel lost in Algebra 2. They feel at fault and overwhelmed, when, in fact, I've repeatedly found that review and confidence-building will turn an "impossible situation" into new and comprehend-able learning experiences. It always inspires me to see a child's smile and relief that s(he) now understands.
I have successfully prepared quite a few ASVAB candidates to pass with higher scores in areas advantageous to what the Armed Forces are recruiting for. I teach an ASVAB candidate only and exactly the concepts s(he) needs for the test. I make sure the client's self-confidence improves with the knowledge learned. I provide guided home study in math and English to hasten the learning pace and completely prepare a student ASAP for the ASVAB.
I have had positive experiences teaching growing minds both differential and integral calculus. Many times students have learning difficulties with calculus because some of their algebra is faulty, perhaps they don't understand their teacher, or the class pace is too fast. I always start by evaluating and correcting a student's algebra, then for clarity relate calculus topics back to the algebra and geometry the students have already had. I emphasize easy-to-understand teaching and support the students' homework and preparation for quizzes and tests.
DISCRETE MATH covers a myriad of math topics designed often for students looking to specialize in a math, science or computer educational program. However, it is increasingly becoming an elective course in high school or college as well, because the wideness of concepts covered gives the student a stronger understanding of the vital role mathematics plays in our world. I have taught successfully students taking this class, and others in need of comprehending one or more of set theory, logic, number bases, algebraic functions, systems of linear equations and inequalities (2- or 3-dimensional programming), geometry, groups and finite math systems, consumer math, topology (graph theory) and statistical methods.
Some students are scared even of the name "discrete math," but I stress clear instruction and confidence-building techniques, and they leave the subject with higher interest and a better understanding and feeling about mathematics in general.
Elementary school children are joyous to teach. They are energetic, funny, imaginative and creative. When I taught in public schools for more than 30 years, I instructed middle and high school kids, and even they most enthusiastically and effectively learned through motivational games, competitions and tournaments.
I have tutored more than a few elementary school children in math, and, like their older peers, they learn bests with games and other motivational techniques. My vast teaching experience uniquely makes me a good tutor at the elementary level, because I know the importance of motivation in learning and how the young mind must develop to comprehend the math skills in the later grades. My vantage point is unique, and I use it to help younger children through current math problems towards future successes.
Passing the GED is just as worthy and valuable as getting a high school diploma. I have been very successful preparing students to take the math GED. My teaching process is very simple: I initially evaluate (at no charge) a candidate's GED math skills to see what he/she doesn't understand, then reteach these skills as I continually give GED problems to get the student comfortable with the test. I have found that a GED student's biggest challenge is doing word problems. I give problem-solving strategies and plenty of word problems to practice to build up the student's skills and that all-important self-confidence.
Geometry is a logic-driven math class. Students arrive at and use properties of 2-and 3-dimensional shapes to solve problems involving them. It is usually considered by most to be an easier class than algebra, although algebra is used in geometry problem-solving. Since this kind of math is relatively new to students beginning geometry, a poor geometry teacher is disastrous to a child's comprehension of and confidence in the subject.
I've worked with many geometry students who are having learning trouble because they don't see any unity in geometry postulates and theorems, and how to apply these properties to the problems. What's helpful to a student needing to improve in geometry is keeping all postulates and theorems you use together on one-two pages, and then showing carefully how they relate to each other and are used to solve a variety of problems.
Particularly in geometry, I have brought success to many students by doing the above, and emphasizing good study skills and self-confidence.
Having worked hard for four years on a particular discipline, I've noticed that many college graduates feel like they forgot their math and are scared of the GRE math test. However, there's nothing to fear: the math concepts from middle and high school are still in your memory, and only need a "wake up call." My teaching approach is simple. I initially evaluate the GRE candidate to see what math concepts he/she forgot or never understood to begin with, use the math he knows to build up the skills he forgot, and build that very important self-confidence to face the test courageously and successfully. The quantitative comparison problems on the GRE are new to many graduates, and I give test strategies to help them to break down problems and to maximize their test scores. Graduate, you have accomplished that four-year college degree. If you have the discipline and drive to get that diploma, you will definitely pass the GRE. We will make sure of that together.
It's easy to prepare education graduate teachers to take the math Praxis because they already have good study skills and the drive to succeed. I have successfully steered five men and women through the math PPST. The skills tested are very much like those on the ASVAB, with which I also have experience. Once I get a Praxis candidate passed his/her fear of math by showing her success, I observe her gaining better comprehension of the test material and new confidence with each session. Like young people, teachers also need to achieve vital self-confidence that builds with the skills-level as well as a good relationship between teacher (the tutor) and teacher (the client). I instruct math at the secondary level effectively, and have found from other jobs through WyzAnt how I can also teach skillfully and effectively verbal and written skills.
Good teachers are always needed in the classroom. The kids are our future, and teachers will insure a bright one.
As a secondary mathematics teacher for many years, as both a middle and high school teacher I've noticed how crucial a good middle school math background is to the child's success in the more intricate high school math classes. I teach math concepts clearly, relating them to the math the student already knows. Motivation is a key to a child's success in any subject; I make sure I challenge the student's intellect through imaginative kinesthetic activities, games and tournaments. I also focus on the end-of-year SOL...it's never too early to start preparing him or her for that. I've been privileged to help many kids overcome their math insecurity by showing them success from our collaboration.
Pre-calculus or Math Analysis can be a bit of a struggle if the student's past math skills are stale or forgotten, and/or if he or she had a bad math teacher along the way. I first most importantly focus on continual support student with his/her homework to help stabilize and bring up the report card grade. In between this, I assess what the "lost math skills" are from previous years and build them up during my collaboration with the child. Relearning these previous skills will bring with it more student self-confidence and make comprehending precalculus easier from then on.
Off and on throughout my extensive teaching career, I have helped more than a few students pass the PSAT and SAT. I assess initially questions missed on both the mathematics and verbal pretests, teach all skills the student needs to just review or to learn, and carefully coach them through as many practice tests as he/she needs to successfully put these skills into action, and, most importantly, to feel confident enough to be able to say "I've got this test!" I also stress good test-taking strategies that will ensure this result.
I have been very successful preparing many students for the SAT. The difficult sections for most applicants are the math and sentence completion sections. After giving a student a practice SAT to diagnose weak verbal and math skill areas, I focus on knowledge, test strategies, speed, discipline and self-confidence.
An SOL test measures the minimum a child knows about a subject based on a meticulous SOL-driven curriculum. For the past two years I have prepared students in all grade levels for the SOLs in addition to the remedial services they need in their current schoolwork. In many cases, the child must pass the SOL to pass the class and/or be promoted to their next grade. This can be very threatening to students. Whenever I tutor a student underachieving in math, English, and/or writing, at least several months before an SOL test is given I start each teaching session with several SOL sample questions from previous tests given. This allows me to assess where a student's learning problems may still be. I increase the number of SOL questions we work on as the test administering date nears; this both increases the child's experience with the SOL test and builds his/her self-confidence, the key ingredient to her/his continuing motivation to prepare and the ultimate good score on the actual SOL tests.
In my over thirty years of teaching experience, I have taught, both in classroom and one-on-one situations, many students with IEPs, including those with emotional, cognitive processing, and ADHD disabilities. A teacher or tutor can help any student see success by observing his or her preferred learning modality and style, and by carefully and clearly instructing in that style. The student is motivated by confidence he or she feels with each small accomplishment. Ever-present positive rapport with the student is very important. And I am particularly inspired with the new success this student is achieving.
Statistics is not difficult to understand and use if it's taught competently by a supportive teacher. Over and over again, however, I run into statistics students who were never confident with math, and now are confused and discouraged about their math class. On top of this, many of these students take part of or all of statistics online. Internet learning is a rapidly increasing source of instruction, but it does not work without the student having a way of asking questions to a supportive instructor. In statistics teaching, online support is scarce at best.
When tutoring a confused and disheartened statistics student, I explain the stat concepts clearly, answer all questions, and show him or her continuing success so I can say, "You've got math ability and you can do this!" Self-confidence is critical here.
As a teacher with close to forty years of instructional experience, I have taught secondary mathematics, grammar, writing, social studies, and classroom driver education. No matter what the subject is, for a student to meet all grading requirements of any class, s(he) must know how to confidently take notes, keep them organized, induct main ideas from facts, and remember these ideas. As a professional student currently with a bachelors and working on a masters degree, and as a successful teacher who has closely observed the many ways students learn and relearn what they forget, I know a successful student is one truly motivated by self-confidence. By showing young people how to listen, shape out of information the important inferences, and organize these inferences in notebook, on paper, and in mind to convincingly, accurately, and effectively communicate, I almost always show students how to function best in their classes and improve their grades.
I have quite a few students misunderstand the main concepts of trigonometry. Trig calculations involve some algebra, and this is where many students have troubles. Many times the inability of the teacher to teach the concepts at the students' level is the reason. I give clear explanations to students about the math, and many examples. After this, I give a student sample problems to build up his independence, speed, and the essential confidence he needs to improve grades.