Gregory S.

San Diego, CA


Math and Physics professor with PhD degree and 20+ yrs experience

Background check passed as of 9/14/12


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Moscow State University, Mechanical & Math Faculty
Probability and Statistics


Moscow State University, Mechanical & Math Faculty

Mathematics (PhD)

Probability and Statistics (PhD)

About Gregory

We face a real crisis in science education in America. Despite decades of reform, America has made only modest gains in the science classroom, particularly in high schools. I represent below some of my teaching principles and ideas that work well for American students both in the classroom environment and in the private tutoring settings.

I was born and raised in Russia.
Since April 1991 I have lived in the United States, and I am proud to be an American citizen. I earned both my M.S. and Ph.D. degrees in Mathematics and Physics from Moscow State University, one of the best in Russia. My real passion is teaching! My teaching experience includes more than 20 years of Mathematics, Physics and Computer Science courses, more than 20 years at public and private universities and colleges in the United States.

The basic principles of my teaching philosophy can be summarized as follows.

Everyone, regardless of race, ethnicity, cultural or social origins, gender and age is capable of successfully learning the fundamental concepts of Mathematics. Unfortunately, our educational system misses this natural and brilliant opportunity to provide Math education to our students in the best age-related time-frame. Instead, we are multiplying the number of "mathematical Mowgli" by under-loading our children with Math in Elementary and Middle Schools and overloading them during the High School years!

Everyone must be given a chance to learn Math! My major duties and concerns are to stimulate students of all abilities to succeed in the Mathematics, by being helpful and encouraging, and choosing an appropriate pace in the classroom.

It seems necessary to explain to students why Mathematics is so important for them by indicating the two perspectives. The first perspective is a professional one (job related), while the second is personal: the development of a person's ability to concentrate, to think logically, to be persistent, creative, and critical, to know how to prove, what to memorize, and what and how to derive and apply.

Is there such thing as Math anxiety?
I somewhat agree with Dr. Steven Krantz when he writes (sarcastically) that the concept of Math Anxiety was invented about 20 years ago, probably in a school of education. He gives the classic examples of Math anxiety of the successful businessman who cannot calculate a tip, or the brilliant musician who cannot balance the checkbook. Of course, you would feel anxious to drive a car if you do not have necessary practical skills! I still think the situation with Math anxiety is not that simple. Some students are victims of inadequate or even wrong teaching.

I hold undergraduate teaching of Mathematics in high regard because I believe that high professionals must teach the very basics of Mathematical Sciences. To learn how to solve problems in Mathematics, a student needs to develop special skills and mastery based on numerous repeated exercises. The basic principle for me and for my students is Learning by Doing.

Mathematics is interesting and stimulating. It can help you to increase your self-esteem, make you more organized, accurate, focused, smart, rational, intuitive, critical and self-critical, honest, persistent and determined.

Mathematics is fun and it is beautiful! It has a lot in common with Music. I think that Music is the Mathematics of Emotions, while Mathematics is the Music of Ideas.

Successful teaching and learning are based on the permanent instructor-student dialog.
Obviously, a student has a right to ask questions, and should not feel intimidated asking questions.

Instructor-student interpersonal relations are based on mutual respect. I treat students as individuals and adults. I allow for students' individual differences and never compare publicly achievements of different students. I take into consideration students' personal problems.

Mathematics is a tool for many technical and technological occupations, including science.
How can anyone hate or be afraid of one's tool? If you respect and enjoy your profession and if you take care of the level of your qualification, you must love and polish Mathematics as one of your most powerful and useful tools.

Mathematics is different from other sciences in many ways. First, one of the very important social features of Mathematics is that Mathematics is one of the most democratic of all sciences. Any statement in Mathematics must be proved; that is, demonstrated logically. Proved mathematical statements are to be accepted not because of the power of authority, not as a result of an emotional (hypnotic) influence or a fear, but solely under the pressure of the convincing and crystal clear argumentation. There is no superiority in Mathematics other than the superiority of the Truth. If one can prove that he/she is right, the opponent must give up regardless his/her rank.

Mathematics and Physics are directly related to Ethics in a civilized society. They teach its students to be honest and consistent with themselves and with other people. Mathematics and Physics provide a beautiful way to increase one's self-esteem through the successful problem solving.
We face a real crisis in science education in America. Despite decades of reform, America has made only modest gains in the science classroom, particularly in high schools. I represent below some of my teaching principles and ideas that work well for American students both in the classroom environment and in the private tutoring settings.
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2 hours notice required

$15 discount is possible for a multiple students sessions. $10 discount is applied for online tutoring sessions.

Travel Radius
Travels within 10 miles of San Diego, CA 92128
Background Check: Passed
Algebra 1, Algebra 2, Calculus,
Differential Equations,
Discrete Math, Geometry, Linear Algebra,
SAT Math, Statistics,
Physical Science, Physics
Test Preparation:
SAT Math
Mathematica, MATLAB

Approved subjects are in bold.

Approved subjects

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.


The Calculus courses are traditionally divided in two parts: Single Variable Calculus (Calculius 1) and Multivariable Calculus (Calculus 2). Each of the Calculus courses requires certain mathematical maturity. The content of the course depends on specifics of your school. Normally, it includes Differential Calculus and Integral Calculus. Sometimes an Introduction to Differential Equations is included in the course. In any situation a student in Calculus 2 must have a robust knowledge of Calculus 1 and a solid background in College Algebra, Trigonometry and Precalculus. Those who feel not very strong in the prerequisites mentioned above need to have some remedial tutoring. The secret of success is in a persistent step by step training with a lot of home work. No panic attacks. No math anxiety. Solve the problems of gradually increasing difficulty and be successful in each.

Differential Equations

A differential equation is a mathematical equation in which an unknown object is a function - in contrast to an algebraic equation where an unknown is constant quantity.
Differential equations are basic mathematical tools in science and technology. Differential and Integral Calculus was discovered by Newton with the main purpose - to solve differential equations which describe the planetary motion, and in more general setting, to create classical mechanics as foundation of Physics.
So, differential equations are a sort of functional equations. A differential equation is stated as a relation between an unknown function and its derivatives (derivatives are results of differentiation of a function - this is where the term “differential” comes from).
Similar to algebraic equations, the methods of solving differential equations significantly depend on the type of the equation.
We need to distinguish several different classes of differential equations: ordinary (with unknown function of one independent variable), partial (with unknown function of several independent variables). Both ordinary (ODE)and partial (PDE) differential equations are classified as linear and nonlinear. Linear equations are classified as homogeneous and non-homogeneous. To solve linear ODE we broadly use methods of Linear Algebra.
ODE are further classified by the order and by the degree. The most important for applications are first-order and second-order ODE. The process and procedure of solving differential equation we frequently call integration. Solving ODE we distinguish general and particular solutions.
Differential Equations make a huge branch of Mathematics.
As prerequisites the full course of ODE requires College Algebra (including Linear Algebra), Calculus 1 and 2.
It involves a lot of interesting application problems from science and technology.

Linear Algebra

Linear algebra, in general, is a part of mathematics dealing with finite dimensional vector spaces and linear mappings between such spaces. The depth and width of information covered in Linear Algebra courses depend on the level of study: regular High School AP and College level courses of Linear Algebra include discussion of Systems of Linear Equations in several unknowns, naturally represented by formalism of matrices and vectors.
Linear algebra is central to both pure and applied mathematics. For instance Abstract algebra arises by relaxing the axioms leading to a number of generalizations. Functional analysis studies the infinite-dimensional version of this theory. Combined with calculus it allows the solution of linear systems of differential equations. The techniques are also applicable in analytic geometry. It's methods are extensively used in engineering, physics, natural sciences, computer science, and the social sciences (particularly in economics). Nonlinear mathematical models can sometimes be approximated by linear ones. Methods of Linear Algebra are also applied in Statistics,Probability and Operations Research (Management Science)
The study of linear algebra and matrices first emerged from determinants, which were used to solve systems of linear equations. Cramer devised the Cramer's Rule for solving linear systems in 1750. Later, Gauss further developed the theory of solving linear systems by using Gaussian elimination, which was initially listed as an advancement in geodesy. [1]
The study of matrix algebra first emerged in England in the mid 1800s. Sylvester, in 1848, introduced the term matrix, which is Latin for "womb". While studying compositions linear transformations, Arthur Cayley was lead to define matrix multiplication and inverses. Crucially, Cayley used a single letter to denote a matrix, thus thinking of matrices as an aggregate object. He also realized the connection between matrices and determinants and wrote that "There would be many things to say about this theory of matrices which should, it seems to me, precede the theory of determinants".[2]


I have solid (20 years) experience in computer programming. MATLAB is my everyday working tool in mathematical modeling related to my current scientific research. I have been teaching several university courses based on development of MATLAB programs (National University, UCSD Extension) for electronic engineers and mathematicians.


Physics is a natural science which subject is the study of matter. Physics studies matter through its attributes like motion through space and time by analyzing related concepts such as position, velocity, acceleration, mass, force, momentum, energy, etc. Part of physics concerned with motion is called Mechanics which includes Kinematics and Dynamics. We distinguish mechanics of material points and mechanics of continuum media (solids, fluids, plazma).We conventionally look at the Universe within different scales and distinguish micro-world (size of atoms and molecules), micro-micro-world(size of subatomic particles), our regular world(size of human body and distances on the Earth surface), marco-world (size of planets and interplanetary distances) and macro-macro world (size of stars, galaxies and interstellar distances). Each of these areas operates within their own time frames and requires specific methods of study, all are joined together by the common laws of Physics. Mathematics plays an extraordinary role in the development of Physics. It would not be an exaggeration to say that the Laws of Nature are written on the Language of Mathematics. Physical variables are incorporated in mathematical equations by the procedures of Measurement. The concepts and methods of measurements, the systems of units of physical variables, are very important in Physics since Physics is both experimental and theoretical science.
Physics is one of the oldest academic disciplines, perhaps the oldest through its inclusion of astronomy. Over the last two millennia, physics was a part of natural philosophy along with chemistry, certain branches of mathematics, and biology, but during the Scientific Revolution in the 16th century, the natural sciences emerged as unique research programs in their own right. Physics intersects with many interdisciplinary areas of research, such as biophysics and quantum chemistry, and the boundaries of physics are not rigidly defined. New ideas in physics often explain the fundamental mechanisms of other sciences, while opening new avenues of research in areas such as mathematics and philosophy.
Physics also makes significant contributions through advances in new technologies that arise from theoretical breakthroughs. For example, advances in the understanding of electromagnetism or nuclear physics led directly to the development of new products which have dramatically transformed modern-day society, such as television, computers, domestic appliances, and nuclear weapons; advances in thermodynamics led to the development of industrialization; and advances in mechanics inspired the development of calculus.

In teaching Physics we apply several approaches determined by the intensity and level of Mathematics used in its presentation. Thus, it could be algebra- based or calculus-based course of College Physics. The calculus-based courses are also differ by the use of mathematical apparatus: there are courses where we apply only ordinary differential equations and elementary vector algebra in contrast to other courses where we use partial differential equations, vector analysis and elements of functional analysis. Success in study of Physics is determined by student’s ability to solve problems. The problem solving requires certain skills and techniques which can be obtained only by the appropriate training.


Precalculus includes actually two separate courses: Algebra and Trigonometry. Precalculus prepares students for calculus the same way as pre-algebra prepares students for Algebra I. While pre-algebra teaches students many different fundamental algebra topics, precalculus does not involve calculus, but explores topics that will be applied in calculus. Some precalculus courses might differ with others in terms of the content. For example, an honors level course might spend more time on topics such as conic sections, polar coordinates, vectors, and other topics needed for calculus. A lower level class might focus on topics used in a wider selection of higher mathematical areas, such as matrices and trigonometric functions. I am teaching precalculus and calculus 1 and 2 courses at US Colleges and Universities for more than 20 years and have excellent results in students perfomance in both subjects. I know how to explain complex concepts in a clear and simple form and enable my students to solve precalculus problems with confidence.


I am a specialist in Probability and Statistics with more than 20 years of teaching experience
in different colleges and universities. I am confident that I can help you in this subject matter
both conceptually and in problem solving.


Statistics is one of the most important applied mathematical sciences.

I have been teaching Statistics for more than 20 years on different levels - from High School to University level (even for post-graduate students). I worked as a professional Statistician and a Biostatistician in various areas which included Artificial Intelligence, military applications, molecular genetics, sociology, etc.

My approach is based on problem solving technique in a step-by-step manner, supported by clear theoretical explanations. In my teaching of Statistics I use some statistical software like Excel, JMP and other. Sometimes it is sufficient to use simply a graphing calculator TI-83 Plus or above. As a result, my students develop the necessary skills to use this kind of software and become successful in Statistics.


I have 25 years of teaching experience in Mathematics at colleges and universities, as well as tutoring experience with high school students. I am a mathematician with Ph.D. in Mathematics. My style of teaching is informal: from the bottom to the top. My students build up their skills and confidence gradually starting from simple problems and then trying more and more complicated. I can help you to improve your Math and remove any math anxiety. Hope to hear from you soon.

Moscow State University, Mechanical & Math Faculty
Probability and Statistics


Moscow State University, Mechanical & Math Faculty

Mathematics (PhD)

Probability and Statistics (PhD)

Hourly rate

Standard Hourly Rate: $60.00

Cancellation: 2 hours notice required

$15 discount is possible for a multiple students sessions. $10 discount is applied for online tutoring sessions.

Travel policy

Gregory will travel within 10 miles of San Diego, CA 92128.