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“**Master of Mathematics**”

I have always been interested in math, even as a child; in late high school, I realized that teaching was my calling and even since I have enjoyed learning, teaching, tutoring, and explaining mathematics.

A native of Northeastern Pennsylvania, I graduated salutatorian from Bishop Hoban High School (2007), now Holy Redeemer High School,

*I may charge more for more difficult subjects such as calculus, as it requires more prep time. I do offer group rates.*

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Mark Z is a master in the field of mathematics as well as teaching the concepts. I began my second semester of Freshman year with a Statistics course that I needed to pass. After a two weeks and the second assessment I reached out for tutoring and chose Mark Z because of his profile. He was also the first to answer back to my request. After our first scheduled hour of tutoring and his help in completing an online assignment I knew I would continue to use his help. Mark Z had a tremendous amount of patience and knowledge about statistics - I met with him via video tutoring and sometimes we worked for 2+ hours to help with homework assignments and prepare for upcoming assessments. I am very proud to say with his help - I ended the course semester earning a "B" in statistics. I would not have been able to achieve this grade without his tutoring. I highly recommend Mark Z for your math needs!

Mark was absolutely excellent!! My daughter was beyond frustrated trying to learn the material in school. Mark made her take a step back and was very patient when walking her through problems. She now feels very confident going into her final exam. I would definitely hire him again.

Mark has been a great help to our son for AP Stats tutoring. His knowledge and patience really worked well with our son and he responded with a better understanding of the subject and better grades. Thank you.

Mark reviewed derivatives, anti-derivatives, the chain rule and U-substitution in calculus. He was very patient and knowledgable about the subjects. This will greatly help me in my calculus class. Will definitely be scheduling another session with Mark.

Finally! A Stats Tutor who clearly understand what students need to learn for the classroom! Mark is the first Stats tutor my son worked with who really understood what he needs to learn for his AP Stats class. Mark came to the session well prepared and ready to teach. My son is really looking forward to the upcoming sessions and finally feels that he is working with a tutor who can help him do well in this class!

For my son's first session, Mark evaluated problems to the fullest, and introduced new methods. My son felt very comfortable and is looking forward more lessons, which I as a parent am thrilled!

Math:

ACT Math,
Elementary Education:

Elementary Math
Business:

GRE
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.

The ACT Math section consists of Pre-Algebra, Elementary and Intermediate Algebra, Coordinate and Plane Geometry, and Trigonometry. I have explicitly taught all the algebra content during my time teaching in high school, and I have taken two Geometry/Trigonometry courses, one in high school and one in college. I also took the ACT when applying to college; I earned a 35 out of 36 overall.

I have taught Algebra I in high schools for remedial students, college prep students, and honors students. As a result, I know what strategies are effective for many different types of students. I also have a good deal of resources in Algebra available, some from textbooks, others of my own creation, from my time teaching in high school.

I have taught Algebra 2 at the college prep and honors levels in high schools. As a result, I have a good deal of knowledge as to what strategies are useful. Further, I have many resources available from my time teaching in high schools, some from textbooks, others of my own creation.

I have taught AP Calculus at the high school level for several years in New York City and New Jersey. I am very familiar with both the content and structure of the AP Calculus Exam, and my students have routinely achieved scores of 4 and 5. I am also experienced in Calculus II and III, and I have taught or tutored both high school and college students in these subjects over the past several years.

Calculus is an intimidating subject, but it does not have to be a difficult one. I will show you why given situations call for a certain approaches, and the reasoning why they work; in other words, we'll learn what Calculus "does"!

I am a certified educator in secondary education, but I also have some training in elementary education from my time in college. I like "hands on" teaching when working with young students, both to help students visualize the problem and keep focus and attention on the task at hand.

I have taught Geometry at the high school level for several years, ranging from remedial, college prep, and Honors classes. I have a firm grasp of logic and proof-writing and can explain these difficult geometric concepts and operations appropriately.

I took the GRE (M: 760) as part of the application process to graduate school. My GRE score partially allowed me to earn a full scholarship at a university in New York, where I earned my Master's degree in Mathematics.

I am familiar with the content and types of questions on the GRE, and am also an experienced certified secondary math teacher in three states with tutoring and teaching at the collegiate level as well.

Additionally, I have specifically taught much of the algebraic content on the GRE during my time teaching in high schools.

I have taken Linear Algebra at both the undergraduate and graduate level. It was included on my Master's exam. I also have extensive knowledge of its application as it pertains to statistics.

Logic is an inherent component of all mathematics which I utilize on a daily basis in my teaching and professional careers. In 2009, I gave a presentation in logic at the EPADEL (Eastern Pennsylvania and Delaware) Mathematics Association of America meeting in Gettysburg, PA which focused on creating your own axiomatic (logic-based) system.

I have specifically taught Algebra I and pre-Algebra during my time teaching in high schools. I have a very good understanding of the material and also have many resources available from both textbooks and my own creation, to assist in learning pre-algebra.

I have experience teaching Pre-Calculus and Calculus at the high school level. I have intimate knowledge of the conceptual and procedural tools needed for success in Pre-Calculus and beyond.

I have both Bachelor's and Master's degrees in Mathematics, with a concentration in probability and statistics. I conducted research in probability methods while an undergrad, examining poker probabilities, and continued with applications in my graduate career. I have taken two courses specifically in probability, and at least five other courses that build upon probability.

I have taught Probability and Statistics at the both the high school and collegiate level.

I have both a Bachelor's and Master's degree in Mathematics with an emphasis in Statistics. I earned these degrees while on full academic scholarship at two different institutions. I am a certified secondary mathematics teacher in three states and I have taught AP Statistics previously with over half of my students earning college credit via their AP Exam score. I have experience teaching Statistics at the collegiate level as well, with tutoring specifically tailored to students who are not as confident in their mathematical ability, but need statistics for their major.

I primarily focused on probability and statistics in both my undergrad and graduate careers, having taken at least eight courses in the subject. I have also done research using statistical techniques into the profitability of sports franchises and poker odds.

I have taught Trigonometry at the high school level to students of all abilities, including remedial, college prep, and Honors. As a Calculus teacher, I have utilized trigonometry regularly and I can explain appropriately both what trigonometry actually is and why we care (its applications).

Trigonometry is not a particularly long course; many high schools, including my own, did not offer it as a separate course, but rather a subdivision of geometry that took roughly 1 1/2 quarters of the school year to complete. However, trigonometry certainly has a learning curve to it; clarity is key, with examples essential to the understanding of the concepts. I aim to provide graphs and real-world applications and problems that showcase trigonometry's usefulness.

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Experienced Math Teacher (AP Calc, AP Stat, and more!)