My name is Hamilton, and I help create math success stories.
Anyone can call him or herself a math tutor. Only a handful of us have:
 Undergraduate and graduate degrees in math
 Teaching experience at a top university
 Thousands of hours of tutoring experience

Please note: My stated rate only covers tutoring. If more than a few minutes of travel from 33301 are required to meet, then a flat, persession fee will be added to cover the many costs of traveling.
Hamilton 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 Hamilton to get started.
According to my son, Hamilton makes math 'click' for him in a way that no tutor or teacher ever has before. Plus he's reliable, courteous, professional and friendly. Wish we had found him sooner! You get what you pay for, and Hamilton is worth every penny.
Superior knowledge. However, his ability to take a difficult subject (Applied Linear Regression) and effortlessly made it easy for me to understand. I probably would have been a statistician if he were my professor for stats years ago.
I would like to say Hamilton is great. He had great patience with teaching me statistics. Even helping me figure out how to input really complicated problems into my TI83 calculator. I really did well in my statistics class because of his help. I even told him he was "heaven sent." Thank you Hamilton for your detailed help and not laughing at me because of my calculator use. I feel very confident about taking my final exam.
Hamilton and I discussed issues a freshman in university should consider. He gave me helpful advice and made me understand the process of learning computer science better.
Working on basics in R and Python. Deep understanding of the material, patient and able to convert complex topics to digestible bites.
Hamilton is an amazing tutor! In just an hour session, he helped me understand concepts with which I have been struggling for weeks. Working with him is a blast! Hamilton is a fantastic communicator and has the ability to explain challenging concepts in a variety of understandable ways. He wants his students to succeed and knows just how to make math "click" with his students. I loved his methodical and creative approach to explaining mathematical topics. His optimism and humor makes the session that much more enjoyable and fun. He is also very patient and resourceful and possesses a superior understanding and foundation of math so that he is able to tutor students in topics ranging from algebra to calculus and beyond. I highly recommend Hamilton.
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 nonbold font. Tutors need to be approved in a subject prior to beginning lessons.
I can help you pass Probability, i.e. the first actuarial exam for both CAS and SOA. I passed this exam myself in November 2015 after studying probability at the undergraduate level (Boston University) and graduate level (UC Berkeley). As a statistician, I've spent hundreds of hours helping students succeed with probability.
There are two ways to approach Algebra:
(1) A fairly meaningless exercise in pushing symbols around on the page.
(2) The transition from "working with numbers" to "working with ideas, i.e. thinking, which is what math is all about and which forms the foundation of all math a student will ever do."
Many educational setting take Approach #1, because it's easier to mass produce. But that's why students who have been good at math until Algebra suddenly find themselves struggling: memorizing meaningless things is hard to do! That's also why Algebra is the point where students who "just get it" emerge. And it only gets harder as increasing numbers of meaningless, arbitrary rules get piled on.
Doing algebra daily since 1999 and tutoring algebra frequently since 2007 have shown me that Approach #2 is vastly superior. Let me help you or your child become someone who "just gets it": spend less time and energy on math, do better than most students in the class, breeze through standardized tests, and develop a healthy appreciation for the subject.
There are two ways to approach Algebra:
(1) A fairly meaningless exercise in pushing symbols around on the page.
(2) The transition from "working with numbers" to "working with ideas, i.e. thinking, which is what math is all about and which forms the foundation of all math a student will ever do."
Many educational setting take Approach #1, because it's easier to mass produce. But that's why students who have been good at math until Algebra suddenly find themselves struggling: memorizing meaningless things is hard to do! That's also why Algebra is the point where students who "just get it" emerge. And it only gets harder as increasing numbers of meaningless, arbitrary rules get piled on.
Doing algebra daily since 1999 and tutoring algebra frequently since 2007 have shown me that Approach #2 is vastly superior. Let me help you or your child become someone who "just gets it": spend less time and energy on math, do better than most students in the class, breeze through standardized tests, and develop a healthy appreciation for the subject.
I've spent hundreds of hours tutoring calculus at the high school (Calculus AB/BC) and college (Calculus 1/2) level. Students that I've worked with consistently have earned the highest grades in the class.
While in school, I took Intro CS courses at Boston University and UC Berkeley. After leaving Berkeley, I got interested in CS and software engineering, so I took a variety of online CS courses: Data Structures and Algorithms from both Stanford and Princeton, Databases from Stanford, Programming Languages from UWashington, AI from Berkeley, and Software Testing from Udacity. I recently solved ~120 Project Euler programming problems, which rely heavily on efficient computer programming implementations.
Geometry isn't just about lines and triangles; it's about mathematical maturity, learning how to start with a given set of facts and derive new facts. I emphasize this heavily when I tutor geometry, and in addition to receiving great geometry grades, my students also tend to have a much easier time with later math courses and standardized tests as a result.
I first learned Java in an Intro CS course at Boston University. I later used it for Princeton's Data Structures and Algorithms online courses, and for an UrbanaChampaign course in Android programming. I've also worked in Scala, which is closely related to Java. And of course, Java is just a tool for expressing technical ideas; I've been working with those technical ideas daily since 2009, and tutoring in general since 2007.
Of all the math courses I tutor, prealgebra could be the most important one. After all, math is incredibly cumulative, and prealgebra is where we start building the foundation for all future math courses and ideas. With solid prealgebra and algebra fundamentals, the rest of a student's math experiences will go smoothly. With shaky fundamentals, math will be a stressful, timeconsuming, unpredictable struggle.
Students who have been fortunate enough to work with me from the beginning certainly succeed in the shortterm. They also build a healthy relationship with math and find themselves in a great position to succeed with math in advanced/AP courses, standardized tests, college, and even their professional lives.
Precalculus is a crucial junction: really learn the material, and calculus will be smooth sailing; stumble along or memorize enough to do decently on tests without understanding the ideas, and calculus will be an obstacle course of pain. I've spent hundreds of hours helping students master precalculus and set themselves up for continued success, and I can help you too.
I have a BA and an MA in Mathematics, and I've spent thousands of hours tutoring math. I've spent more time tutoring calculus than anything else, so I'm in an especially good position to connect precalculus ideas to their calculus counterparts.
Even if you're not planning to take calculus, don't make precalculus harder than it needs to be!
Probability goes handinhand with statistics, and I have bachelor's and master's degrees in Statistics. The intro statistics course for which I was a teaching assistant dedicated 1/3 of the semester to probability, so I have experience helping hundreds of students understand the subject. Probability can be incredibly confusing and frustrating if it's not taught well, but with expert input, it doesn't have to be that way.
I've taken Computer Science courses live at Boston University and UC Berkeley, and online from Stanford, Princeton, UWashington, UC Berkeley, UC Boulder, and Johns Hopkins. I started working with Python in 2010, and use it for all my lightweight programming needs. Recently, I've been using it for Udacity's Machine Learning nanodegree, and also to solve ~120 Project Euler problems, putting me in the Top 1% of problem solvers.
I started using R as a statistics major at Boston University in 2007. During the final two years of my Statistics BA&MA (20072009), I used R for classes such as Linear Models, Generalized Linear Models, Multivariate Statistics, and Algorithmic Computational Biology. Then from 20092010, I worked as an R programmer for a biotech company in Cambridge, MA, doing statistical genetics analyses. I then used it from 20102012 while in the Statistics PhD program at Berkeley. And I've been tutoring R ever since.
I've scored in the 99th percentile on every standardized test I've ever taken, including perfect math scores on the SAT and GRE. And more importantly, I've helped students raise their scores by hundreds of points with consistent practice and input.
I have bachelor's and master's degrees in Statistics, plus two years of PhDlevel coursework in the field. I taught a statistics course at one of the top universities in the world. And I've spent thousands of hours tutoring statistics (high school and college). Students that I work with consistently have often earned the highest grade in their class.
Ivy League Math Tutor