Math is extremely linear: each new concept requires previous concepts more strictly than in any other subject.
That's why my objective isn't to explain in a way that makes sense to me, but in a way that makes sense to you. I have an MS in operations research and a PhD in differential equations, but it's not just about what math I can do. We're trying to build a bridge from what you already know to what you want to learn. We have to start from wherever you are.
You’ll need to help me....
Math is extremely linear: each new concept requires previous concepts more strictly than in any other subject.
That's why my objective isn't to explain in a way that makes sense to me, but in a way that makes sense to you. I have an MS in operations research and a PhD in differential equations, but it's not just about what math I can do. We're trying to build a bridge from what you already know to what you want to learn. We have to start from wherever you are.
You’ll need to help me. Just by looking at your math problem I can see for myself what method I would use to solve it: that method is where the bridge will end up. But how can I know where to start building the bridge unless you tell me? It’s extremely useful when you say, “I could solve this problem if X, but this one has an extra wrinkle,” or “I tried to make progress with formula Y, but that got me stuck here.”
In my 5+ years of classroom teaching and over 7+ years of tutoring, from eighth graders up to graduate students, a clear pattern has emerged: The student I’m most able to help is the one who brings to the table ideas that have worked on easier problems but don’t quite work on the present problem. That’s where we’ll begin, and from there we can go anywhere.
I offer on-line lessons so that the accident of geography never prevents an excellent match if your needs correspond to what I have to offer. If you are ready for lessons that connect with your experience, let's get down to work together!
