I’ve just graduated from Yale with a BS in mathematics and physics (GPA: 3.98, summa cum laude, phi beta kappa). I have graded coursework in calculus, differential equations, linear algebra, and real analysis classes, so I am well-acquainted with what instructors look for in problem-solving and proof-writing. While I haven’t tutored professionally, I have tutored friends, family, and classmates informally for years.
In math, my areas of expertise include high school algebra, geometry,...
I’ve just graduated from Yale with a BS in mathematics and physics (GPA: 3.98, summa cum laude, phi beta kappa). I have graded coursework in calculus, differential equations, linear algebra, and real analysis classes, so I am well-acquainted with what instructors look for in problem-solving and proof-writing. While I haven’t tutored professionally, I have tutored friends, family, and classmates informally for years.
In math, my areas of expertise include high school algebra, geometry, precalculus, calculus (I, II and multivariable), differential equations, linear algebra (including proof-based linear algebra), real analysis, abstract algebra, and topology.
In physics, I can teach high school physics, classical mechanics, electromagnetism, modern physics, non-relativistic and relativistic quantum mechanics, and statistical mechanics/thermodynamics.
I am happy to walk through coursework in any of these areas and can also teach from my own textbook-based lesson plans. I can also provide test prep for AP calculus I and II, AP physics I, II, and C, the SAT/ACT, and the physics GRE. I earned a 5 on all AP tests I’ve taken (including calculus I and II and both physics C exams), a 35 on the ACT, and a 970 on the physics GRE.
I want to tutor because I feel that STEM is often taught in a mechanical, one-size-fits all way. This neglects the creative use of intuition that is necessary for success in and outside the classroom, and that makes these subjects so beautiful. During my time as a grader, I saw that, for most students, the hardest part of problem-solving was figuring out where to start, not necessarily carrying out the steps. This is a skill that’s learned through practice but requires a strong sense of why you’re doing what you’re doing. My goal is to help students develop that intuition.