$115/hour

5.0
average from
435
ratings

“**Phenomenal tutor!**”

Who I am:

NOT your run-of-the-mill tutor. Before a career on Wall Street, I was a professional, world-class mathematician. I have an MS and a PhD in mathematics from Yale University, and summa cum laude BS and MS in mathematics from the former USSR. A graduate of one of the Soviet Union's elite math-and-physics high schools, I was also

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Andrei is approved to conduct lessons through Wyzant Online. Wyzant Online allows students and tutors to work remotely via video, audio, and collaborative whiteboard tools. For more information about how online tutoring works, check out Wyzant Online.

If you’re interested in online lessons, message Andrei to get started.

Andrei tutored my daughter for SAT Math, and for the SAT Math 2 subject test. His online classes were amazing and she grasped the subject matter quickly. Andrei also gave her great tips on working faster and more efficiently. This helped tremendously on the exams. Andrei tutored her for three months for the SAT Math, she took the exam once and scored a 780 on the math. He then tutored her for a month for the SAT 2 math, she scored an 800 on that exam. We are very grateful to Andrei, for helping her achieve this. I would recommend Andrei very highly, his patience and dedication is outstanding! Thanks Andrei!

Andrei has been professional on time and is well like by my son it has only been a couple of sessions but all is going well. I think the two hit it off well and will work well together on getting him going in the right direction.

Andrei has a true understanding of what is important and what is not in real-life applications of probability. His explanations were thoughtful and his attention to detail extraordinary. I couldn't recommend him more highly.

I was struggling in my AP Statistics class and was lucky enough to have Andrei go through my test preparation packet with me. He patiently explained the principles behind all the problems by using clarifying examples that I understood and will remember. We spent over 1 1/2 hours together but it went by quickly because he made it interesting with his examples. If you read his bio, you might be very intimidated by how smart he is, but he never made me feel badly for not knowing something (or lots of things!). He is very nice but serious and sticks to the subject at hand. PERFECT, for learning a lot in a short amount of time! He deserves more than 5 stars!

Had a great lesson on pre-calculus. Mr. Andrei explained many concepts to me and also tested me on many fundamentals. Very good teacher.

Andrei is clearly a brilliant mathematician. He is very much interested in taking his students to a new frontier with their math. Unfortunately for us his intense teaching style was not a good fit for our daughter...but if you have a student who responds well to this manner of teaching I believe they will benefit tremendously.

Andrei is a most thoughtful, responsive and skilled tutor. As a mathematician, he is, in my eyes, unparalleled. Andrei truly cares about giving my son the reasons for WHY certain theories and concepts exist, and he therefore puts them in context, never to be forgotten. It is a true honor to work with a brilliant teacher like Andrei! I whole-heartedly recommend Andrei to anyone who yearns to discover a passion for mathematics, especially, and sadly, since this process rarely happens at school!

Andrei is exceptional and has a unique approach to teaching fundamental understanding of math concepts. Once a student clearly and soundly understands MATH fundamentals, the student can grow. We are honored to have a chance to work with someone who has these exceptional skills. For our planets future engineers and scientist, Andrei's tutoring will be priceless.

Andrei tutored my two daughters ages 10 and 12 for two years. I feel truly blessed to have found him through Wyzant. Not only is he an extremely well-educated mathematician, but he also clearly loves to teach children. It was not clear during the tutoring sessions who was having more fun, Andrei, or my daughters. His vast knowledge was put to good use in explaining, elaborating, and extrapolating in a way I could never hope to emulate. He was able to teach the girls new concepts, but his real value was in teaching them to think about the broader ramifications of new discoveries, so that instead of just collecting an assortment of facts and rules, they were able to gain a deeper understanding overall. If we hadn't moved across the country, we would still be using him, and I would recommend him in a heartbeat to anyone, especially someone with talented math kids.

Andrei brings a unique perspective to the process of learning mathematics. He is adept at encouraging the ability to conceive and calculate solutions to problems mentally, ultimately aiming to eliminate the need for figuring things out on paper or with the use of a calculator.

The student must invest in himself/herself by agreeing to practice between sessions; by looking back at the processes of mathematical applications Andrei has introduced during the face-to-face inspection, discussion of the SAT math modules.

Andrei is quite exceptional. His passion for teaching math is more than just getting the right answers. It's changing the way his students think of math in the traditional sense and allowing them to embrace concepts in the simplest of ways so that the language of math becomes fluent within them. The numbers flow and fall into place and the correct answer is all that is left on the paper.

Great tutor!! Andrei was preparing our child for Math part of SAT and ACT. He is very knowledgeable and explains difficult concepts clearly, very patient. We were very impressed with the results. Our child score was in a top 2% on SAT and top 3% on ACT. I do not think you can find a better tutor. I would definitely recommend Andrei!!

Very happy with Andrei as my daughter's math tutor, he is very patient, explains very clearly difficult concepts, very encouraging and very helpful.

I have just finished a tutoring from Andrei and I must say I am completely impressed both with his teaching style and his depth of knowledge. I think that you would not be able to find a better tutor.

Math:

ACT Math,
English:

Test Preparation:

Computer:

Computer Science
Special Needs:

Elementary Education:

Approved subjects are in **bold**.

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.

My system of preparation for the math portion of the ACT (and, more generally, for the standardized tests in mathematics) is somewhat unique and unconventional. In fact, it goes against the grain of *most* of what you have been taught in school... and likely even in a test-prep class, if you have taken one. Sound a bit unnerving? Perhaps. But consider this: those same math teachers who tell you what to do, had most certainly not scored well themselves when they were your age. What's more, chances are good that they cannot score that well now, either. That's because their ways are... well, unduly complicated.

What is a better approach? First of all, I will teach you how to solve 95% of all questions *mentally*, without writing a thing. Why bother, you may ask. Several reasons.

One, it will teach you---anew---what you once knew but have since forgotten: the mathematical imagination. Its importance is hard to overemphasize. If you can imagine what is going to happen when you do this or that, say to a math expression at hand, you are going to solve the problem that much faster!

Two, doing math mentally teaches you to *look*---typically for a shorter way to solve the problem---and eventually to *see* such a short solution. A typical ACT problem can be solved in under 10 seconds---once you've slowly read it---mentally.

There are other [inter-related] benefits in mental math: improved short-term memory, reduction in the number of 'silly mistakes,' increased accuracy and speed, etc.

Next, since you are not writing, you cannot 'show your work.' But to take it further, I will not let you 'show your work' even in articulating your solution orally, either to me or to yourself. Why not? Because 'showing your work' prevents you from short-circuiting the steps that at some point in the past should have become trivial. For example, years ago, when you were learning how to read, you had to first learn how to recognize the shapes of individual letters, and the sounds that each of them made. But since then, these---formally formidable---tasks have long become superfluous. Thus, when reading today, it would be preposterous if you were required to 'show your work' by calling out the sound that each and every letter makes. You would never accept such an 'educational' approach to reading. Why should one accept it in mathematics?

As in reading, or sports, or any other human endeavor, the process of learning consists of combining formally separate steps into a single new step. 'Showing your work' prevents you exactly from doing this, and so from becoming better in mathematics. Hence, it must be rejected.

Next, I will ask that you 'throw out the clock,' i.e. have no concept of time when you are preparing. "But I have a very limited amount of time on the test!" you may object. That's true. Perhaps somewhat counter-intuitively though, the more time you spend 'dwelling' on a problem during preparation, to painstakingly slowly build a quality mental model, the faster your thoughts in the future will be able to access it.

There are other tidbits to my approach, dovetailing to what is described above. For example, for the vast majority of questions, even of the form "which of the following...", I will ask you not to be looking at the answer choices. The reason for that is simple: by covering the answer choices, you are forced to think about the problem deeper, sometimes even putting yourself in the shoes of a problem *maker*: a higher level of mastery. Of course, this contradicts what you may have heard elsewhere about the process of elimination. Alas, I'd much rather teach you how to *dominate* problems, than to be defending yourself against their onslaught.

I should add that the proof is in the pudding. I had taught a number of my young students to achieve the perfect score on the math portion of the SAT long before they would reach high school. I had also tutored a number of high-school students to score either perfectly or near-perfectly on the math portions of the ACT and SAT. If you buy into my method, I can teach you how to do it, too.

Before completing my Ph.D. in Discrete Mathematics at Yale University, my specialization and master's thesis at Kiev University (U.S.S.R.) were in Algebra.

Before completing my Ph.D. in Discrete Mathematics at Yale University, my specialization and master's thesis at Kiev University (U.S.S.R.) were in Algebra.

Back in my previous, academic life, I taught Multivariable Calculus at Yale University, and Calculus 1 and Calculus 2 at University of Waterloo. Over the past few years, I tutored many high school and college students in calculus at all levels. Several of my younger high school students had achieved the score of 5 on the AP Calculus BC exam in 9th or 10th grade.

My PhD Adviser at Yale University had a joint appointment at the Mathematics and the Computer Science departments. Consequently, I spent a significant amount of time studying algorithms, computational complexity, and other areas of interest to Computer Science. I am also fluent in several programming languages, such as Perl, PhP, and Java. Finally, one of my first students at WyzAnt was working towards his Master's Degree in Computer Science, needing help with his Algorithms class.

While working towards my Bachelor and Master degrees in Mathematics, I took---and aced---an in-depth three-semester course in Differential Equations (including both Ordinary and Partial DEs). Later on in my academic career, I taught some of it at the college level in my calculus class.

My PhD theses---as well as postgraduate research---were in the area of Discrete Mathematics.

Did you know that our Founding Fathers were almost universally educated in geometry? In their private letters to friends, they would make references to Euclid's the Elements the same way we would talk today about Google, or iPhone, or Twitter. (Except being able to talk about these modern realities is not a sign of a solid education :)

Until a few hundred years ago algebra gave modern mathematics ability to record information concisely---in formulas---geometry had done so---pictorially---for over two millennia.

A sidebar: When I taught at University of Waterloo, I organized a minicourse in Projective and Conformal Geometries.

My system of preparation for the GRE places the main emphasis on mental math. While the benefits are many---including improved speed and the reduction in errors---the main point is to teach the students how to *look* for (and, therefore, to *see*) short, most efficient solutions.

Over the years, I have successfully prepared for the Math portions of the ISEE (and the SSAT) a number of students applying to (and getting into) highly selective private schools (at any grade level).

My system of preparation for these standardized tests in mathematics is somewhat unique and unconventional. In fact, it goes against the grain of *most* of what you have been taught in school... and likely even in a test-prep class, if you have taken one. Sound a bit unnerving? Perhaps. But consider this: those same math teachers who tell you what to do, had most likely not scored well themselves when they were your age. What's more, chances are good that they cannot score that well now, either. That's because their ways are... well, unduly complicated.

What is a better approach? First of all, I will teach you how to solve 95% of all questions *mentally*, without writing a thing. Why bother, you may ask. Several reasons.

One, it will teach you---anew---what you once knew but have since forgotten: the mathematical imagination. Its importance is hard to overemphasize. If you can imagine what is going to happen when you do this or that, say to a math expression at hand, you are going to solve the problem that much faster!

Two, doing math mentally teaches you to *look*---typically for a shorter way to solve the problem---and eventually to *see* such a short solution. A typical SSAT problem can be solved---mentally---in under 10 seconds (that is, once you've slowly read it).

There are other [inter-related] benefits in mental math: improved short-term memory, reduction in the number of 'silly mistakes,' increased accuracy and speed, etc.

Next, since you are not writing, you cannot 'show your work.' But to take it further, I will not let you 'show your work' even in articulating your solution orally, either to me or to yourself. Why not? Because 'showing your work' prevents you from short-circuiting the steps that at some point in the past should have become trivial. For example, years ago, when you were learning how to read, you had to first learn how to recognize the shapes of individual letters, and the sounds that each of them made. But since then, these---formally formidable---tasks have long become superfluous. Thus, when reading today, it would be preposterous if you were required to 'show your work' by calling out the sound that each and every letter makes. You would never accept such an 'educational' approach to reading. Why should one accept it in mathematics?

As in reading, or sports, or any other human endeavor, the process of learning consists of combining formally separate steps into a single new step. 'Showing your work' prevents you exactly from doing this, and so from becoming better in mathematics. Hence, it must be rejected.

Next, I will ask that you 'throw out the clock,' i.e. have no concept of time when you are preparing. "But I have a very limited amount of time on the test!" you may object. That's true. Perhaps somewhat counter-intuitively though, the more time you spend 'dwelling' on a problem during preparation, to painstakingly slowly build a quality mental model, the faster your thoughts in the future will be able to access it.

There are other tidbits to my approach, dovetailing to what is described above. For example, for the vast majority of questions, even of the form "which of the following...", I will ask you not to be looking at the answer choices. The reason for that is simple: by covering the answer choices, you are forced to think about the problem deeper, sometimes even putting yourself in the shoes of a problem *maker*: a higher level of mastery. Of course, this contradicts what you may have heard elsewhere about the process of elimination. Alas, I'd much rather teach you how to *dominate* problems, than to be defending yourself against their onslaught.

I should add that the proof is in the pudding. I had taught a number of my middle-school students, for example, to achieve the perfect score on the math portion of the SAT long before they would reach high school. I had tutored a number of students to score in the 90th (and higher!) percentiles on the math portions of the ISEE (and SSAT) so that they could go into a highly selective private school of their choice.

If you buy into my method, I can teach you how to do it, too.

Per my PhD program requirements, I taught a course in Linear Algebra at Yale University. Over the past few years, I helped a number of college-level students with their Linear Algebra classes.

Starting in the Summer of 2013 twice a week, and continuing during the school year weekly, I have been running a physics class for exceptionally gifted students. Progressing slowly, we go more in-depth than a typical AP Physics course would. Our target is to study elementary physics in proper breadth and depth, over three-year period. The problems we consider mostly come from old Moscow physics competitions and other classical Soviet sources, which I have been adopting for this purpose.

Over the past few years, I have been tutoring precalculus to students who would like to improve their grades through better understanding of the material, as well as to younger, exceptionally gifted students not content with cursory treatment of mathematics at school. To the latter, I offer a course adopted from old Russian textbooks for schools specializing in mathematics, supplementing it with topic-specific collections of AHSME/AMC 10/AMC 12/AIME problems.

My system of preparation for the SAT/ACT math is "unique" (not really; it just imitates the way professional mathematicians approach math problems). First of all, slow down! "But I need to do it fast on the test," you may protest. True, but you need to learn how to *solve* problems first, *before* you can do it fast. The first time I looked at an SAT test, I did it (perfectly) in just over half the time--but I had never trained for speed. It may sound counter-intuitive, but speed comes naturally to those who (1) are good at solving problems and (2) have a complete command of the subject matter.

The good news is that the subject matter to master for the SAT math is very VERY limited. It can be explained to a thoughtful 7th grader. I had done that with my 12-year old son, who went on to score 790 on the SAT Math in May of 2012 (in 7th grade) and 800 in October 2012 (in 8th grade). I can do this with you, too.

How can I teach you to *master* the SAT math? By asking you to 'throw out the clock' and take your time; to write your complete solutions in a quad-graphed journal; to cover up the multiple-choice answers, unless the problem cannot be solved without seeing them. This approach to problem solving will immediately flash out the areas in need of additional attention. This is the most efficient way--perhaps the only way--to truly master the subject matter, and to end up *dominating* the test.

It is only when you have mastered the SAT problem solving *without* the clock--and you will, sooner than you may think--can we begin worrying about speed. But guess what: at that point, it will scarce be necessary.

My system of preparation for the math portion of the SSAT (and, more generally, for the standardized tests in mathematics) is somewhat unique and unconventional. In fact, it goes against the grain of *most* of what you have been taught in school... and likely even in a test-prep class, if you have taken one. Sound a bit unnerving? Perhaps. But consider this: those same math teachers who tell you what to do, had most likely not scored well themselves when they were your age. What's more, chances are good that they cannot score that well now, either. That's because their ways are... well, unduly complicated.

What is a better approach? First of all, I will teach you how to solve 95% of all questions *mentally*, without writing a thing. Why bother, you may ask. Several reasons.

One, it will teach you---anew---what you once knew but have since forgotten: the mathematical imagination. Its importance is hard to overemphasize. If you can imagine what is going to happen when you do this or that, say to a math expression at hand, you are going to solve the problem that much faster!

Two, doing math mentally teaches you to *look*---typically for a shorter way to solve the problem---and eventually to *see* such a short solution. A typical SSAT problem can be solved---mentally---in under 10 seconds (that is, once you've slowly read it).

There are other [inter-related] benefits in mental math: improved short-term memory, reduction in the number of 'silly mistakes,' increased accuracy and speed, etc.

Next, since you are not writing, you cannot 'show your work.' But to take it further, I will not let you 'show your work' even in articulating your solution orally, either to me or to yourself. Why not? Because 'showing your work' prevents you from short-circuiting the steps that at some point in the past should have become trivial. For example, years ago, when you were learning how to read, you had to first learn how to recognize the shapes of individual letters, and the sounds that each of them made. But since then, these---formally formidable---tasks have long become superfluous. Thus, when reading today, it would be preposterous if you were required to 'show your work' by calling out the sound that each and every letter makes. You would never accept such an 'educational' approach to reading. Why should one accept it in mathematics?

As in reading, or sports, or any other human endeavor, the process of learning consists of combining formally separate steps into a single new step. 'Showing your work' prevents you exactly from doing this, and so from becoming better in mathematics. Hence, it must be rejected.

Next, I will ask that you 'throw out the clock,' i.e. have no concept of time when you are preparing. "But I have a very limited amount of time on the test!" you may object. That's true. Perhaps somewhat counter-intuitively though, the more time you spend 'dwelling' on a problem during preparation, to painstakingly slowly build a quality mental model, the faster your thoughts in the future will be able to access it.

There are other tidbits to my approach, dovetailing to what is described above. For example, for the vast majority of questions, even of the form "which of the following...", I will ask you not to be looking at the answer choices. The reason for that is simple: by covering the answer choices, you are forced to think about the problem deeper, sometimes even putting yourself in the shoes of a problem *maker*: a higher level of mastery. Of course, this contradicts what you may have heard elsewhere about the process of elimination. Alas, I'd much rather teach you how to *dominate* problems, than to be defending yourself against their onslaught.

I should add that the proof is in the pudding. I had taught a number of my middle-school students, for example, to achieve the perfect score on the math portion of the SAT long before they would reach high school. I had tutored a number of students to score in the 90th (and higher!) percentiles on the math portions of the SSAT (and ISEE) so that they could go into a highly selective private school of their choice.

If you buy into my method, I can teach you how to do it, too.

Over the years, I've tutored AP Statistics to a number of high-school students who would proceed to score 5s on the AP exam, some without taking the actual class at school. I have also helped a number of college students taking Statistics as part of their pre-med or MBA program. Finally, I have helped several business professionals who needed to brush up on once-learned but long-forgotten Statistics for their jobs. (Once a StatArb trader on Wall Street myself, is how it all began :)

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Yale Math PhD: SAT prep, gifted-child math and physics