Search

Andrei K.

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

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

$115/hour

  • 2,341 hours tutoring

  • Ridgefield, CT 06877

About Andrei


Bio

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 a multiple Mathematics Olympiad winner.

What I can do for you:

(1) SAT/ACT and ISEE/SSAT test prep. Important as they may be, test-taking techniques...

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 a multiple Mathematics Olympiad winner.

What I can do for you:

(1) SAT/ACT and ISEE/SSAT test prep. Important as they may be, test-taking techniques only scratch the surface of what is possible. By emphasizing *mental arithmetic* and *understanding* over tricks, I will unlock your *true* potential, and take you to the heights you have never dreamed achievable.

(2) Gifted-child math. If the school math does not challenge you enough---whatever your age---I can help! In grades 1-3 I recommend Singapore Math (at, and above, the grade level), which I supplement with algebra (yes, the children ARE ready) and, in grade 3, with my adaptation of the Soviet textbook. Beast Academy series (currently in the making) is also a wonderful supplement. For higher grades, I use my adaptation of the standard Soviet textbooks, as well as textbooks created specifically for Moscow's elite high schools with emphasis on mathematics. I also throw *fun* stuff into the mix, from prior-years math competitions, such as Math Kangaroo, MathCounts, and AMC. (I suppose, aforementioned Beast Academy may qualify as fun, too.) In this program, students can be reasonably expected to ace the math section of the SAT by the end of 7th grade. (Several of my students did just that, scoring 800 on the SAT math long before they would enter high school).

(3) Gifted-child physics. To the bright middle- and high-school students not content with the cursory treatment of physics at school, I offer an in-depth conceptual journey supported by a collection of challenging physics problems which I have been adapting from various Soviet sources. The latter project is in progress, with its Newtonian Mechanics part essentially completed. (In this program, several of my young students scored 5 on AP Physics C Mechanics in 9th grade, without ever taking the actual AP class in school.)


Education

Kiev University (USSR)
mathematics
Yale University
Masters
Yale University
PhD

Policies

  • Hourly rate: $115
  • Tutor’s lessons: In-person and online
  • Travel policy: Within 20 miles of Ridgefield, CT 06877
  • Lesson cancellation: 24 hours notice required
  • Background check passed on 11/17/2016

  • Your first lesson is backed by our Good Fit Guarantee

Schedule

Loading...

Sun

Mon

Tue

Wed

Thu

Fri

Sat


Subjects

Business

GRE,

GRE

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.
Finance

Computer

Computer Science

Computer Science

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.

Corporate Training

Statistics,

Statistics

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 :)
Finance

Elementary Education

Elementary Math, Elementary Science

English

ACT English, ACT Reading, SAT Reading, SAT Writing

Homeschool

Algebra 1,

Algebra 1

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.
Algebra 2,

Algebra 2

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.
Calculus,

Calculus

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.
Geometry,

Geometry

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.
Physics,

Physics

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.
Precalculus,

Precalculus

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.
SAT Math,

SAT Math

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.
Statistics,

Statistics

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 :)
Prealgebra, SAT Reading

Math

ACT Math,

ACT Math

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.
Algebra 1,

Algebra 1

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.
Algebra 2,

Algebra 2

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.
Calculus,

Calculus

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.
Differential Equations,

Differential Equations

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.
Discrete Math,

Discrete Math

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

Geometry

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.
Linear Algebra,

Linear Algebra

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.
Physics,

Physics

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.
Precalculus,

Precalculus

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.
SAT Math,

SAT Math

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.
Statistics,

Statistics

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 :)
Prealgebra, Probability, Trigonometry

Most Popular

Algebra 1,

Algebra 1

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.
Algebra 2,

Algebra 2

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.
Calculus,

Calculus

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.
Geometry,

Geometry

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.
Physics,

Physics

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.
Precalculus,

Precalculus

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.
Statistics,

Statistics

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 :)
Prealgebra

Other

Finance

Science

Physics

Physics

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.

Summer

Algebra 1,

Algebra 1

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.
Algebra 2,

Algebra 2

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.
Calculus,

Calculus

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.
Geometry,

Geometry

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.
Physics,

Physics

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.
SAT Math,

SAT Math

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.
Statistics

Statistics

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 :)

Test Preparation

ACT Math,

ACT Math

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.
GRE,

GRE

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.
ISEE,

ISEE

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.
SAT Math,

SAT Math

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.
SSAT,

SSAT

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.
ACT English, ACT Reading, SAT Reading, SAT Writing

Resources

Andrei has shared 2 answers and 1 article on Wyzant Resources.

Go to Andrei’s resources

Ratings and Reviews


Rating

5.0 (521 ratings)
5 star
(511)
4 star
(10)
3 star
(0)
2 star
(0)
1 star
(0)

Reviews


An amazing tutor, who teaches more than just the material.

Andrei's tutoring not only resulted in significantly increasing my older son's SAT score, he also helped him see how to mentally approach a math problem. This helped him not only in Math, but also in solving science problems. Andrei is now helping my younger son. He really is a fantastic tutor.

Katherine, 3 lessons with Andrei

Knowledgeable and patient tutor

He has a great rapport with my son, very timely and professional as well without being intimidating. He makes time to finish each lesson and is very encouraging.

Suzanne, 15 lessons with Andrei

Excellent tutor

1st lesson was excellent! Andrei came on time, even though the request for lesson was short notice. He gave my son helpful tips. My son is a good student, just needing some direction and extra help with geometry.

Isadore, 1 lesson with Andrei

very professional and very smart!

My son said that Andrei was very helpful in preparing him for his Pre-Calc exam. He was flexible with our last-minute schedule and location. We were grateful for his help!

Jennifer, 8 lessons with Andrei

Professional Tutor

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.

Ron, 11 lessons with Andrei

Exactly the help I needed

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.

Paul, 11 lessons with Andrei

Andrei explained concepts by using examples that I understood easily

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!

Anna, 21 lessons with Andrei

Very knowledgeable and Precise

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

Neel, 1 lesson with Andrei

brilliant mind but too intense for our daughter

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.

Anne, 1 lesson with Andrei
Contact Andrei

Response time: 47 minutes

$115/hour

Andrei K.

$115/hour

  • No subscriptions or upfront payments

  • Only pay for the time you need

  • Find the right fit, or your first hour is free

Contact Andrei

Response time: 47 minutes