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Welcome to a unique tutoring experience. Experience mathematics like never before and Learn it like never before from an experienced master teacher and tutor. If you desire to learn mathematics, I can assist you. Why?

Well, if you've learned to talk, to walk, to ride a

*$50 for the first hour; $40 for the second hour.
$90 for two students
$120 for three students
$150 for four or more.*

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He knows his Calculus! I am pleased with Mr Staffas. It is so hard to find a tutor for any math above calc I, but there are people here like Mr Staffas to help us out. I am so grateful to have him as my tutor.

Mr. Staffas gave us the support that was needed and explained problems in a way that was easy to understand and apply to my class work. He was patient and didn't mind explaining concepts until I understood them them. Thanks Staffas.

Mr. Staffas is a great tutor for Finite Mathematics. I went into the semester not understanding a lot about finite math. However, Mr. Staffas' patience with teaching the subject to me helped me understand finite math immensely. I would definitely say that he is very knowledgeable of the subject and can break down every type of problem in steps for your understanding. I would recommend him to anyone who is considering taking the course. Thank you Mr. Staffas for your help!

He can interpret Statistics very well. He makes easy once you are familiar with the concepts and is very patient when teaching.

Very knowledgeable, helpful, patient and a truly nice man. Great experience and will continue to rely on Mr. Staffas B. for my statistic questions.

Math:

ACT Math,
English:

Homeschool:

Algebra 1,
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.

I have tutored many students for the ACT Math test and I have considerable success with students doing quite well on the test. I have given several workshops at high schools for the test and I've worked with test preparation companies. I understand the overall construction of the test and the common problem types appearing on the test. I can teach several strategies for taking the test as well as help with the content review for the test.

I have taught and tutored Algebra 1. Recently I taught Algebra 1 at Glasgow Middle School. All of my students scored proficient on the End of Course exam. I've also taught teacher candidates and teachers methods and techniques for teaching Algebra 1. I have written several instructional modules that are used to teach Algebra 1 in high schools.

It is my view that the main goal of Algebra 1 is to provide students with a thorough and extensive study of linear and quadratic functions and graphing on the xy-coordinate system. By the end of this course, students should have all the knowledge necessary to solve and graph equations and inequalities. They should also be able to apply this knowledge to other areas of math, such as word problems, ratios and proportions.

Algebra 2 is a very important course in high school. It is the gateway to more advanced mathematics. I have tutored many students in Algebra 2 with excellent results.

There is a consensus among mathematics educators, which I share, that a primary goal of Algebra 2 is for students to conceptualize, analyze, and identify relationships among functions. I have participated in curriculum redesign efforts in which material was developed and teacher professional development was conducted to support this goal.

In Algebra 2, students develop proficiency in analyzing and solving quadratic functions using complex numbers. They investigate absolute value, radical, exponential, logarithmic and sine and cosine functions algebraically, numerically, and graphically, with and without technology. They also extend their algebraic skills with rational work with and build an understanding of complex numbers and systems of equations and inequalities. Students analyze statistical data and apply concepts of probability using permutations and combinations. Students use technology such as graphing calculators. Students will analyze situations verbally, numerically, graphically, and symbolically. Students will apply mathematical skills and make meaningful connections to life's experiences.

I have tutored several students for the ASVAB test. My students have done well on the exam. They have scored higher than the score they needed. I develop the tutee's self confidence in their ability to do well on the exam. I accomplish this by scaffolding instruction so they experience success while preparing got the exam.

I've taken graduate courses in statistics, biostatistics and epidemiology. I've taught statistics and worked with biostatisticians at the university. I've participated in biostatistics research.

I have tutored many students in quantitative reasoning in business. I have also taught business statistics and quantitative methods in business and economics. In college I took two courses in operations research.

I have taught calculus courses at the University fof New Orleans for over 32 years. I tutor high school and college students frequently in calculus. I always find teaching calculus to students challenging and enjoyable.

I have thought deeply about the teaching of calculus and I'm one of the principal designers of an advanced mathematics curriculum which is centered on calculus concepts for high school and first year college students which has been piloted in several sites across the country.

In my view, the primary goal of a calculus course is an introduction to differential and integral calculus: the study of change and quantity. Another primary goal is to improve student mastery of the concept of function.

Topics include a brief review of polynomials, trigonometric, exponential, and logarithmic functions, followed by discussion of the primary mathematical tools used to study change limits and derivatives. Then applications of differential calculus to real-world problem areas are covered. Additional topics in the study of quantity are an overview of integration, basic techniques for integration, a variety of applications of integration, and an introduction to (systems of) differential equations.

I was trained in differential equations at university. I studied ordinary, partial differential equations (in several complex variables), dynamical systems and differential geometry. For 10 years, I did consulting work in which I researched multi-component diffusion equations and their models. I have taught introductory differential equations and intermediate differential equations with great success.

I have taught Discrete Math off and on over the years. I have tutored Discrete Math frequently.

One of my goals as a tutor is to help you develop your ability to reason mathematically. Many students find their introductory discrete mathematics course to be significantly more challenging than courses they have previously taken. One reason for this is that one of the primary goals of this course is to teach mathematical reasoning and problem solving, rather than a discrete set of skills.

As a tutor, I want to develop your problem solving abilities. Indeed, one of the primary goals of this course is to learn how to attack problems that may be somewhat different from any you may have previously seen. Most of the topics (counting strategies, combinatorics, induction, linear programming, graph theory) are new to students. So, I like to build problem solving ability from your previous mathematical experiences.

I have tutored elementary students in math with great success. I used to teach Methods for Elementary Mathematics courses at university and I have conducted workshops on elementary math for elementary teachers. I keep up with the research on teaching math at the elementary level.

I have observed that most students learn to count and even how to add and subtract before going to school. Their difficulties with math usually start in school. I believe the problem is a lack of concept development. Hence, students have problems understanding the math they're being taught. I can help students develop their understanding.

I have tutored several students for the GED test. My students have done well on the exam. They have scored higher than the score they needed. I develop the tutee's self confidence in their ability to do well on the exam. I accomplish this by scaffolding instruction so they experience success while preparing got the exam.

For the last 15 years, I have taught college geometry at the University of New Orleans with great results. Doing and teaching geometry are two of my greatest pleasures. I have also tutored high school geometry.

At the university and as a teacher professional developer, I've taught secondary teachers how to teach geometry to high school students with great success. I developed a master's degree program for teachers which included courses in geometry, non-Euclidean geometry, hyperbolic geometry, and differential geometry.

I have tutored many GMAT students. The students that I have tutored have done well on the GMAT. they were able to obtain the scores they needed. I have worked for several test preparation companies and I have. I have also reviewed the GMAT test for Educational Testing Service. I'm a retired mathematics teacher at UNO. I taught there for 32 years. I also supervised a tutoring service that offered GMAT tutoring. I believe i can be helpful to you in achieving the scores you want.

I've taken the GRE twice and did very well both times. I have been tutoring the GRE for 32 years. The overwhelming majority of the students I've tutored have exceeded the score they needed for graduate school.

The quantitative part of the GRE is more about acquired knowledge than about aptitude. The are several strategies for taking the test which I can show as well as help you to review tha content of the exam.

I have taught Linear Algebra several times and I tutor it frequently. In graduate school, I took several Linear Algebra courses. I've used it in solving differential equations.

I have found that students usually master the algorithmic skills involved in linear algebra, but lack a conceptual understanding of the subject and how to apply linear algebra concepts to physical systems.

Solving systems of linear equations and calculating products of matrices is easy for students but, when they get to subspaces, spanning, and linear independence, students become confused and disoriented. I believe that these concepts should be introduced with substantial connections to students' prior experience and with significant examples or applications.

So, it is conceptual understanding that is difficult, not computational algorithms. Almost all mathematical experience of today's American sophomores has been computational. I believe that it is important for students to determine these various procedures for themselves.

I have always enjoyed doing logic. I minored in philosophy and completed two logic courses, Introductory symbolic logic and Model Logic which covered sentential and quantified logic, with emphasis on model theory. I also completed the course, Mathematical Logic, in the mathematics department.

I have taught logic in survey courses, in finite mathematics courses and in Discrete Math. I have also tutored many students in logic. Modern logic is difficult for students because it seems disconnected from commonsense. So, I try to establish an understanding of the logical connectives (not, and, or and if-then), their symbolic formulations and truth table representations.

I double majored in mathematics and philosophy in college. I have always had a passion for philosophy and its connection to mathematics. I've tutored many students in philosophy, students taking logic courses, education majors reading postmodern philosophy as well as introductory philosophy courses.

I have tutored many students for the Praxis at UNO through the College of Education. My students have done very well on the exam. I have taken 60 hours in the College of Education. I have consulted with ETS on the math portion of the test and the math content tests. I have takened the Praxis and did extremely well in it.

I recently taught prealgebra at Glasgow Middle school. All of my students scored proficient on the exit exam. I have tutored many students in prealgebra. When I tutor students in prealgebra, I try to develop their conceptual understanding of fractions, ratios, proportions, variables and equations. Once they can make sense of the concepts, they have little difficulty doing problems and applications. Prealgebra is the gatekeeper for Algebra. So, it is very important for students to master prealgebra concepts before they go on to Algebra. I put a lot of effort into helping students master prealgebra for that reason.

I have taught precalculus, algebra and trigonometry at the University of New Orleans with much success many times over the last 32 years. I have also conducted many workshops on precalculus topics for high school teachers .

From my perspective, Precalculus completes the formal study of the elementary functions begun in Algebra 1 and Algebra 2.

Students focus on the use of technology, modeling, and problem solving involving polynomial, rational, root, trigonometric and circular functions, their inverses, polar coordinates, complex numbers, conics, and quadratic relations. Discrete topics include the Principles of Mathematical Induction, the Binomial Theorem, and sequences and series.

In college, I took courses in Probability and Stochastic Processes. I also took Mathematical Statistics 1 and 2. I have taught probability in finite mathematics, elementary statistics, and introductory probability courses at university. I have taught from the frequentist perspective and from the Bayesian perspective.

I have found that in teaching probability it is important to address student misconceptions about basic notions such as randomness, independence, conditional probability and representativeness. I have found that exploring students misconceptions about probability is very helpful for increasing student understanding.

I have tutored students for the SAT exam with great success. I understand the construction of the exam and what the exam is really trying to assess. I can offer strategies based on my knowledge of the test.

In college, I took two courses, Mathematical Statistics 1 and 2 and a course in Experimental Design. I have taught statistics in finite mathematics, mathematical surveys courses and elementary statistics at the University of New Orleans. I have taught from the frequentist perspective and from the Bayesian perspective. I have done a lot of tutoring in statistics.

I have also worked as a statistical consultant in medical research and political polling. I have found that in teaching statistics, it is important to address student misconceptions about basic notions such as randomness, random variables, probability distributions and statistical testing. I have found that exploring students misconceptions about statistics is very helpful for increasing student understanding.

I have taught a course called University Success at a local university several times. The course included lessons on time management, note-taking, reading comprehension, essay writing, test taking, active listening, stress management, researching, and memorization. Also, students need help in building their self confidence as learners. I help develop their confidence by scaffolding task so that they can achieve success as they develop.

I enjoy teaching Trigonometry and I have taught College Trigonometry and Precalculus Trigonometry at the University of New Orleans with good results.

In teaching Trig, I find that it is important that students understand the unit circle and the concept of radian measure. Students need to understand the relation between angles and triangles and the extension of the relation to the trigonometric functions.

In addition, I believe teaching via graphs makes it easy to comprehend and remember trigonometric concepts. Students need to be able to picture these relations in graphs. The graphical representation of a function is very important for synthesizing all of the information in trigonometric relations.

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