I'm a Pure Math PhD graduate from UCLA with five years of experience teaching undergraduate courses at UCLA, including: Real Analysis, Complex Analysis, (proof-based) Linear Algebra, (proof-based) Multivariable Calculus 1&2, Discrete Math, Calculus 1&2, Calculus for Biology Majors.
In the past, I've helped current graduate students prepare for their Graduate Exams/ Qualifying Exams/ Screening Exams in the following topics: Complex Analysis, Real Analysis, and (Abstract) Algebra. I've also...
I'm a Pure Math PhD graduate from UCLA with five years of experience teaching undergraduate courses at UCLA, including: Real Analysis, Complex Analysis, (proof-based) Linear Algebra, (proof-based) Multivariable Calculus 1&2, Discrete Math, Calculus 1&2, Calculus for Biology Majors.
In the past, I've helped current graduate students prepare for their Graduate Exams/ Qualifying Exams/ Screening Exams in the following topics: Complex Analysis, Real Analysis, and (Abstract) Algebra. I've also tutored first- and second- year masters and PhD students in their core courses. Beyond what's already been mentioned, I've tutored graduate-level Probability and Combinatorics.
I'm experienced in tutoring graduate-level and upper-division undergraduate math courses, including helping past students with Analysis, Abstract Algebra, Discrete Math, Differential Equations, Probability (and advanced Probability). I've also helped several students refine their ability to write proofs for upper-division math classes and am comfortable teaching students from scratch, if they lack the necessary background.
I've also tutored lower-level and high school math courses: AP Calculus BC (I scored a 5, back in the day), AP Calculus AB (5), AP Statistics (5).
Separately, I have project- and paper-level experience with software like Mathematica and am proficient in Python. Thus, I am comfortable helping high school, undergraduate and graduate students with their math-based programming and software projects.
My teaching philosophy is to teach the students how to solve the problems on their own, not just show them how to do individual homework problems. Instead of just showing students how to do the problem, I ask them their initial thoughts of the problem, what their approach is, to determine where they get stuck on a problem. This way, I can tailor the explanations and solutions to their intuitions, not mine or the instructor's. My belief is that everyone gets stuck... sometimes.
