University of California, Irvine (Chemistry)
University of California, Merced (Master's)
San Francisco State University (Graduate Coursework)
I am Joseph D., a current mathematics graduate student at San Francisco State University with the desire to learn and teach mathematics and chemistry. Previously, I studied chemistry as a graduate student at the University of California, Merced and as an undergraduate student at the University of California, Irvine. My experience as a student was fruitful because I have supportive teachers and professors that motivated me to learn actively and to think critically. As a result, I worked on mathematical research projects in chemistry and coursework in advanced chemistry courses.
I taught courses in preparatory and general chemistry for two years as a teaching assistant and laboratory instructor, respectively. From those experiences, I discovered that my students' skills were not fully developed enough to perform well in their coursework. To help the students, the students and I discuss the importance of chemistry in our daily lives to build motivation on studying intriguing concepts. Next, we carefully understand the nature of the problem and extract given information. Using the techniques learned in class, we formulate a step-by-step strategy to solve problems and write the steps in an ordered fashion. For concepts, we look at patterns and trends to enhance our understanding. Lastly, we review the concepts and to bring appreciation on what they learned. I provided student support such as office hours for those that need additional help and occasionally, I had one-on-one interactions with a student. My teaching experience in chemistry raised awareness about students' needs to improve their skills for their coursework. I am available to tutor in preparatory and general chemistry.
An addition to chemistry, I can provide tutoring to students in algebra, trigonometry, precalculus, and calculus. These are challenging since the underlying concepts in those subjects are built together. Even though I had teaching experience in chemistry, I can apply my teaching methods in math as well. Problem-solving in mathematics is also based on building techniques, knowing the types of problems, recognizing patterns, execute the steps, and conceptually understand principles. Lastly making math fun is amazing, which is everywhere from where we go. My inspiration in mathematics came from the physics of sports, sports statistics, economics, computers, chemistry, and prediction of the future.
Please contact me when you have questions. I am looking forward to work with you and to build your foundations in mathematics or in chemistry. I am Joseph D., a current mathematics graduate student at San Francisco State University with the desire to learn and teach mathematics and chemistry. Previously, I studied chemistry as a graduate student at the University of California, Merced and as an undergraduate student at the University of California, Irvine. My experience as a student was
First session was productive, says my high school chemistry son. Joseph reviewed his notebook and current homework; clarified study techniques; enthusiastic, knowledgeable and assuring.
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.
I excelled in high school. Skills in this course are applied extensively in Algebra II. Previously I helped classmates to execute problem-solving skills such as simplifying basic expressions, graphing functions, solving equations, and word problems.
I performed well in my high school. I helped classmates to work on fundamental concepts such as curve-sketching, solving equations, basic linear algebra, and exploring behaviors of algebraic and non-algebraic functions. Step-by-step approaches to solve these problems were implemented to master the subject, which can be applied in trigonometry and precalculus.
I performed well in calculus at high school and college. Helped classmates to evaluate limits, derivatives, and integrals, sketch curves, solve differential equations, and study infinite series. Problem-solving skills such as pattern-recognition, graphing, re-writing and simplifying expressions, and backwards approach were widely used. Skills in calculus are still applied today for advanced math classes and teaching students.
I taught two years in preparatory and general chemistry. I utilized problem-solving skills such as critical thinking, recognizing patterns, understanding given information, performing calculation in a step-by-step way, applying concepts outside of the classroom, and maintaining appropriate units. I performed well in high school and college.
I performed well in high school. I helped classmates to work on mathematical concepts such as plotting curves, solving algebraic and non-algebraic expressions, evaluating trigonometric functions, and exploring properties of functions. I used step-by-step approach to perform these math operations such as determining patterns, simplifying expressions, using figures, and the backwards approach. Skills are widely used to study in calculus.
I performed well in the trigonometry section of the Algebra II course in high school. I assisted my classmates on evaluating trigonometric expressions, exploring properties of trigonometric functions, and applying these principles in geometry and algebra. I used techniques of problem-solving such as determining patterns, performing computations methodically, using figures and plots, and backwards thinking approach. Skills widely applied in precalculus and calculus.