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Richard P.

Math, physics, economics, business, test prep

Math, physics, economics, business, test prep

$70/hour

  • 1,175 hours tutoring

  • Arlington, MA 02476

"Excellent Tutor"

Sean, 37 lessons with Richard

See Richard P.’s schedule

Response time: 2 hours

About Richard


Bio

I like to help people learn. I focus on improving problem-solving strategies and understanding of fundamental concepts. I succeed in helping a wide range of because I am attentive to each student's learning styles. I am a class teacher and senior tutor at a premium educational services firm. Mathematics and Physics: I tutor many areas of math and physics at the high school, college, and graduate levels. I earned a BS in math with minor in economics (MIT) and a PhD in mathematical physics ...

I like to help people learn. I focus on improving problem-solving strategies and understanding of fundamental concepts. I succeed in helping a wide range of because I am attentive to each student's learning styles. I am a class teacher and senior tutor at a premium educational services firm.

Mathematics and Physics:

I tutor many areas of math and physics at the high school, college, and graduate levels.

I earned a BS in math with minor in economics (MIT) and a PhD in mathematical physics (Berkeley; NSF Fellow). I have been an R&D scientist at General Electric, where I helped solve design and manufacturing problems. I built mathematical simulations in many areas of engineering physics: stress and thermal analysis (of metal-glass-ceramic systems), optics, acoustics, and plasma physics; also manufacturing cost analysis. I won a Technical Achievement Award, published over 2 dozen GE technical reports, and four papers in refereed journals.

I gave seminars on engineering and physics at GE R&D. Comment from a research scientist: "You obviously missed your calling (in teaching)."

Business:

I tutor, finance, economics, marketing, operations analysis, and strategy.

I earned an MBA in finance with minor in marketing at U Chicago. I have worked as a manager or consultant in eight businesses in the Fortune 100, including GE headquarters and two divisions, and as a consultant with McKinsey & Co., where the head of industrial consulting rated me "the best analyst in the Firm." I have served as general manager or president of three mathematical and business analysis software businesses.

Test Prep:

I tutor the GMAT and other tests. I teach skills and knowledge tailored to each test area.


Education

MIT
mathematics
u california, Berkeley
PhD
U Chicago
MBA

Policies

  • Hourly rate: $70
  • Rate details: Will tutor 2 students together for the price of 1, if students are at comparable levels. Recommend minimum 90 minutes per session, to minimize travel and set-up time as a percent of total.
  • Tutor’s lessons: In-person
  • Travel policy: Within 20 miles of Arlington, MA 02476
  • Lesson cancellation: 5 hours notice required
  • Background check passed on 3/1/2016

  • Your first lesson is backed by our Good Fit Guarantee

Schedule

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Subjects

Business

Business,

Business

I earned an MBA in finance and marketing at U of Chicago. I have worked or consulted for 8 businesses in the Fortune 100, including General Electric headquarters and two divisions, and consulting with McKinsey & Co. McKinsey's head of industrial consulting rated me the best analyst the Firm. I have run three small software businesses, and I am currently running a small firm that provides software and services in business analytics.
Finance,

Finance

I earned an MBA in finance from U Chicago with a minor in marketing. My studies included capital asset pricing models, valuation models for firms and investment projects, and option pricing. I have done applied financial analysis and managerial accounting projects for several clients at McKinsey & Co. and other companies. I have been general manager or president of several small companies where I dealt with financial analysis of the business. I ran a small company that marketed advanced financial spreadsheet analyses.
GMAT,

GMAT

Besides an MBA in finance (U of Chicago), I earned a PhD in mathematics (Berkeley). I bring a mathematician's precision to logical and quantitative analysis, and to reading comprehension and grammar. I have done advanced analytics for consulting clients and as an employee at several companies. My approach to GMAT prep is to help in four ways. First, teach test-wise tips; secondly, improve domain knowledge as needed; thirdly, refine reading and writing skills through practice and discussion; and fourth, teach specific methods for quantitative problems.
Macroeconomics,

Macroeconomics

I earned a BS in mathematics at MIT that included courses in macroeconomics and microeconomics, and an MBA in finance at U Chicago with economics and marketing. I replaced numerous elementary economics courses with graduate electives in both universities. The basic concept in macroeconomics is that a successful economy must include not only a strong supply sector, but it must generate enough demand for the economy to consume a high level of its own output. Although macroeconomics has retrenched in its claims to model national economies, this fundamental idea is correct and important. My approach to tutoring economics is to combine problem-solving skills with a solid grasp of the foundations.
Marketing,

Marketing

I earned an MBA from U Chicago with a minor in marketing. I have run three small software businesses in which marketing reported to me. As a director of marketing and strategic planning at MathWorks, I introduced new methods of analyzing sales, marketing programs, investment projects, and customer support. I sat on the advisory boards for all 11 commercial business areas. I have served as a product manager in a large entertainment software business, and I ran a small scientific software business where I performed or supervised all marketing activities. I ran a small company that marketed advanced marketing analysis spreadsheets.
Microeconomics

Microeconomics

I earned an MBA in finance with economics and marketing at U Chicago, and a BS in mathematics with a minor in economics at MIT. I replaced many of the elementary economics courses with graduate electives in both universities. As a consultant and an employee, I have practical experience applying microeconomic and financial models at companies large and small. At GE I did manufacturing cost analysis. For a McKinsey client, I modeled costs of a large white collar operation that led to change in direction. For MathWorks, I built models for ROI of marketing programs, strategic analysis of new projects, and other quantitative analyses. I have been general manager or president of several small companies where I dealt with financial analysis of the business. My approach to tutoring economics is to combine problem-solving skills with a solid grasp of the foundations.

Corporate Training

Business,

Business

I earned an MBA in finance and marketing at U of Chicago. I have worked or consulted for 8 businesses in the Fortune 100, including General Electric headquarters and two divisions, and consulting with McKinsey & Co. McKinsey's head of industrial consulting rated me the best analyst the Firm. I have run three small software businesses, and I am currently running a small firm that provides software and services in business analytics.
Finance,

Finance

I earned an MBA in finance from U Chicago with a minor in marketing. My studies included capital asset pricing models, valuation models for firms and investment projects, and option pricing. I have done applied financial analysis and managerial accounting projects for several clients at McKinsey & Co. and other companies. I have been general manager or president of several small companies where I dealt with financial analysis of the business. I ran a small company that marketed advanced financial spreadsheet analyses.
GMAT,

GMAT

Besides an MBA in finance (U of Chicago), I earned a PhD in mathematics (Berkeley). I bring a mathematician's precision to logical and quantitative analysis, and to reading comprehension and grammar. I have done advanced analytics for consulting clients and as an employee at several companies. My approach to GMAT prep is to help in four ways. First, teach test-wise tips; secondly, improve domain knowledge as needed; thirdly, refine reading and writing skills through practice and discussion; and fourth, teach specific methods for quantitative problems.
Macroeconomics,

Macroeconomics

I earned a BS in mathematics at MIT that included courses in macroeconomics and microeconomics, and an MBA in finance at U Chicago with economics and marketing. I replaced numerous elementary economics courses with graduate electives in both universities. The basic concept in macroeconomics is that a successful economy must include not only a strong supply sector, but it must generate enough demand for the economy to consume a high level of its own output. Although macroeconomics has retrenched in its claims to model national economies, this fundamental idea is correct and important. My approach to tutoring economics is to combine problem-solving skills with a solid grasp of the foundations.
Microeconomics

Microeconomics

I earned an MBA in finance with economics and marketing at U Chicago, and a BS in mathematics with a minor in economics at MIT. I replaced many of the elementary economics courses with graduate electives in both universities. As a consultant and an employee, I have practical experience applying microeconomic and financial models at companies large and small. At GE I did manufacturing cost analysis. For a McKinsey client, I modeled costs of a large white collar operation that led to change in direction. For MathWorks, I built models for ROI of marketing programs, strategic analysis of new projects, and other quantitative analyses. I have been general manager or president of several small companies where I dealt with financial analysis of the business. My approach to tutoring economics is to combine problem-solving skills with a solid grasp of the foundations.

English

English

English

I bring an "old school" background in grammar, including outlining ideas and diagramming sentences. While students need not learn this material, it helps me to explain subtle differences in meaning among different ways of expressing an idea. The most effective ways for students to improve English skills are to practice, to hear and read good English, and to learn formal rules. Getting explanations of subtler points from a tutor can help substantially. English grammar is generally easier to learn than that of other major European languages, but it is less precise in some respects. Verbal skills can be improved by knowing how the characteristics of English grammar affect reading comprehension, speaking and composition. For example, English has fewer inflected endings on nouns, verbs and adjectives; instead it relies more on word order and prepositions to indicate sentence structure. Vocabulary is an essential ingredient in good English. In my experience, a tutor can most effectively improve students' vocabulary by explaining new words as they occur in spoken or written language and in verbal tests. I can recommend vocabulary-building lists, but students can most cost-effectively do this sort of work on their own. My strengths are in descriptive, persuasive and scientific English. I bring a mathematician's precision to analyzing the logic and smoothness of language. (My formal degrees are in mathematics, physics and finance.) I am not as experienced in writing impressionistic or fictional material.

Homeschool

Algebra 2,

Algebra 2

Algebra and geometry are the two main pillars of mathematics. Besides tutoring mathematics, I have used algebra quite extensively in several small software businesses I have run, including one mathematical software company. My approach to teaching mathematics is to blend problem-solving with a deeper understanding of the content, and to adjust my approach to the needs of each student. I earned a BS in mathematics at MIT and a PhD in mathematics (geometry and physics) at Berkeley.
Calculus,

Calculus

I earned a BS in mathematics at MIT and a PhD mathematics (geometry and physics) at Berkeley. As a Research Mathematician at GE R&D, I performed engineering physics simulations in numerous areas. I won a Technical Achievement Award, and published over 2 dozen internal technical reports and four papers in refereed journals. Basic calculus contains three powerful ideas: taking limits, computing slopes of curved lines, and computing areas under curves. My approach to teaching calculus is to (a) ensure the student has a good intuitive grasp of these three basic ideas; (b) expose the student to derivations of some of the simpler formulas; and (c) help student to solve problems and to memorize the required formulas; and (d) exposing students to the tables of derivatives and integrals. I blend these approaches to fit the student’s learning style.
English,

English

I bring an "old school" background in grammar, including outlining ideas and diagramming sentences. While students need not learn this material, it helps me to explain subtle differences in meaning among different ways of expressing an idea. The most effective ways for students to improve English skills are to practice, to hear and read good English, and to learn formal rules. Getting explanations of subtler points from a tutor can help substantially. English grammar is generally easier to learn than that of other major European languages, but it is less precise in some respects. Verbal skills can be improved by knowing how the characteristics of English grammar affect reading comprehension, speaking and composition. For example, English has fewer inflected endings on nouns, verbs and adjectives; instead it relies more on word order and prepositions to indicate sentence structure. Vocabulary is an essential ingredient in good English. In my experience, a tutor can most effectively improve students' vocabulary by explaining new words as they occur in spoken or written language and in verbal tests. I can recommend vocabulary-building lists, but students can most cost-effectively do this sort of work on their own. My strengths are in descriptive, persuasive and scientific English. I bring a mathematician's precision to analyzing the logic and smoothness of language. (My formal degrees are in mathematics, physics and finance.) I am not as experienced in writing impressionistic or fictional material.
Geometry,

Geometry

More than any other part of mathematics, geometry combines intuition, computation and rigorous proof. Geometric intuition can help students to see their way through complex problems in other disciplines. I can teach geometry as problem-solving, and at a higher level to the extent that the student is receptive. I earned a BS in math from MIT and a PhD in mathematics (geometry and physics) at Berkeley. My main field of expertise is Riemannian geometry, of which Euclidian geometry and trigonometry are the simplest cases. As a research scientist at General Electric R&D, I modeled many engineering physics problems on complicated geometrical shapes using finite element analysis.
Macroeconomics,

Macroeconomics

I earned a BS in mathematics at MIT that included courses in macroeconomics and microeconomics, and an MBA in finance at U Chicago with economics and marketing. I replaced numerous elementary economics courses with graduate electives in both universities. The basic concept in macroeconomics is that a successful economy must include not only a strong supply sector, but it must generate enough demand for the economy to consume a high level of its own output. Although macroeconomics has retrenched in its claims to model national economies, this fundamental idea is correct and important. My approach to tutoring economics is to combine problem-solving skills with a solid grasp of the foundations.
Microeconomics,

Microeconomics

I earned an MBA in finance with economics and marketing at U Chicago, and a BS in mathematics with a minor in economics at MIT. I replaced many of the elementary economics courses with graduate electives in both universities. As a consultant and an employee, I have practical experience applying microeconomic and financial models at companies large and small. At GE I did manufacturing cost analysis. For a McKinsey client, I modeled costs of a large white collar operation that led to change in direction. For MathWorks, I built models for ROI of marketing programs, strategic analysis of new projects, and other quantitative analyses. I have been general manager or president of several small companies where I dealt with financial analysis of the business. My approach to tutoring economics is to combine problem-solving skills with a solid grasp of the foundations.
Physics,

Physics

After earning a PhD in mathematical physics at Berkeley and a BS in math at MIT, I was a research scientist at General Electric R&D, where I built engineering physics simulations in many fields (stress and thermal analysis in glasses, metals and ceramics; optics; acoustics; plasma physics). I won a Technical Achievement Award, published over two dozen internal technical reports and four papers in refereed journals. I delivered some seminars that were considered exceptionally understandable. I have also published five papers on theoretical physics in refereed journals. My approach to teaching physics is to develop problem-solving skills along with a strong intuitive grasp of the fundamental concepts. I strive to understand the learning processes of each student to find the right balance of approaches for that student.
Precalculus

Precalculus

Precalculus combines algebra with limits. Calculus has just two basic concepts: slopes of curved lines, and areas under curves. The rest is computational techniques. I am expert in tutoring these concepts and methods. I combine teaching students to solve problems with imparting a deeper grasp of the concepts that underlie the procedures for solving problems. I also teach test-wise tips for smart test-taking. I blend these approaches to do what best fits the student’s learning style. I earned a BS in mathematics at MIT and a PhD in mathematics (geometry and physics) at Berkeley. I also have plenty of commercial experience in engineering and business applications of calculus. Please see my profile for more on my tutoring background.

Math

Algebra 2,

Algebra 2

Algebra and geometry are the two main pillars of mathematics. Besides tutoring mathematics, I have used algebra quite extensively in several small software businesses I have run, including one mathematical software company. My approach to teaching mathematics is to blend problem-solving with a deeper understanding of the content, and to adjust my approach to the needs of each student. I earned a BS in mathematics at MIT and a PhD in mathematics (geometry and physics) at Berkeley.
Calculus,

Calculus

I earned a BS in mathematics at MIT and a PhD mathematics (geometry and physics) at Berkeley. As a Research Mathematician at GE R&D, I performed engineering physics simulations in numerous areas. I won a Technical Achievement Award, and published over 2 dozen internal technical reports and four papers in refereed journals. Basic calculus contains three powerful ideas: taking limits, computing slopes of curved lines, and computing areas under curves. My approach to teaching calculus is to (a) ensure the student has a good intuitive grasp of these three basic ideas; (b) expose the student to derivations of some of the simpler formulas; and (c) help student to solve problems and to memorize the required formulas; and (d) exposing students to the tables of derivatives and integrals. I blend these approaches to fit the student’s learning style.
Differential Equations,

Differential Equations

I earned a BS in math at MIT and a PhD in mathematical physics at Berkeley (NSF scholarship). As a research scientist at General Electric R&D, I built engineering physics simulations in stress and thermal analysis in glasses, metals and ceramics; optics; acoustics; and plasma physics. I have solved systems of ODEs and PDEs with finite element and finite difference software, including software of both kinds that I wrote from scratch. I won a Technical Achievement Award, published over two dozen internal technical reports and four papers in refereed journals.
Discrete Math,

Discrete Math

I earned a BS (MIT) and PhD (Berkeley) in mathematics. At MIT I took the main undergraduate course in discrete mathematics, which focused on probability and combinatorics. For a math software company, I wrote a tutorial on how to derive the main distributions in statistical mechanics in physics from discrete combinatorics. When teaching probability and combinatorics (which are the most common types of discrete math), I try to convey the rationale behind the formulas for permutations and combinations in various situations. The logic is quite easy, and these ideas enhance students' abilities to reason about discrete math.
Finite Math,

Finite Math

I earned a BS (MIT) and PhD (Berkeley) in mathematics. At MIT I took the main undergraduate course in probability, which focused on probability and combinatorics. I have an extensive background in linear algebra. For a math software company, I wrote a software package on finite trees, and a tutorial on how to derive the main distributions in statistical mechanics in physics from discrete combinatorics. When teaching probability and combinatorics (which are the most common types of finite math), I try to convey the rationale behind the formulas and illustrate the ideas with examples.
Geometry,

Geometry

More than any other part of mathematics, geometry combines intuition, computation and rigorous proof. Geometric intuition can help students to see their way through complex problems in other disciplines. I can teach geometry as problem-solving, and at a higher level to the extent that the student is receptive. I earned a BS in math from MIT and a PhD in mathematics (geometry and physics) at Berkeley. My main field of expertise is Riemannian geometry, of which Euclidian geometry and trigonometry are the simplest cases. As a research scientist at General Electric R&D, I modeled many engineering physics problems on complicated geometrical shapes using finite element analysis.
Linear Algebra,

Linear Algebra

I earned a BS in mathematics at MIT and a PhD in mathematics I ran a math software business for ten years, where I wrote plenty of symbolic and numerical software, including computation of matrix normal forms. I have written symbolic software for multilinear algebra and tensor calculus.
Logic,

Logic

I earned a BS in mathematics at MIT, where I took the upper level undergraduate course in logic for math majors and got an A. I have written software that handles three-valued logic (a rather specialized topic). I also earned a PhD in mathematics (geometry and physics) at Berkeley.
Mechanical Engineering,

Mechanical Engineering

I earned a BS from MIT and a PhD in mathematical physics from Berkeley. As a research scientist at General Electric, I performed engineering physics simulations involving stress and thermal analysis of metal-glass-ceramic systems, optics, acoustics, and plasma physics; also manufacturing cost analysis. I published more than 2 dozen internal technical reports at GE and four papers in refereed journals.
Physics,

Physics

After earning a PhD in mathematical physics at Berkeley and a BS in math at MIT, I was a research scientist at General Electric R&D, where I built engineering physics simulations in many fields (stress and thermal analysis in glasses, metals and ceramics; optics; acoustics; plasma physics). I won a Technical Achievement Award, published over two dozen internal technical reports and four papers in refereed journals. I delivered some seminars that were considered exceptionally understandable. I have also published five papers on theoretical physics in refereed journals. My approach to teaching physics is to develop problem-solving skills along with a strong intuitive grasp of the fundamental concepts. I strive to understand the learning processes of each student to find the right balance of approaches for that student.
Precalculus,

Precalculus

Precalculus combines algebra with limits. Calculus has just two basic concepts: slopes of curved lines, and areas under curves. The rest is computational techniques. I am expert in tutoring these concepts and methods. I combine teaching students to solve problems with imparting a deeper grasp of the concepts that underlie the procedures for solving problems. I also teach test-wise tips for smart test-taking. I blend these approaches to do what best fits the student’s learning style. I earned a BS in mathematics at MIT and a PhD in mathematics (geometry and physics) at Berkeley. I also have plenty of commercial experience in engineering and business applications of calculus. Please see my profile for more on my tutoring background.
Probability,

Probability

I studied probability and statistics as part of my BS at MIT, my PhD in Mathematical Physics at Berkeley, and my MBA at U Chicago. I have practical experience applying probability and statistics. (a) I solved an engineering quality problem at General Electric with a probability model. (b) I have written software that uses t-tests and F-tests to estimate the statistical significance of price elasticity results based on regression models. (c) I implemented a stochastic model of the US economy in Excel, based on an economics thesis from MIT. (d) I have written prototype software to do Bayesian analysis of diagnostic and therapeutic procedures in medical care and in equipment maintenance.
Trigonometry

Trigonometry

Trigonometry can seem daunting because of the complexity of the formulas. The solution to this challenge is to develop a deeper geometric understanding of what is going on. My approach to teaching mathematics is to blend problem-solving with a deeper understanding of the content. Unlike most tutors, I know how to teach mathematics as a science, not just as a way to solve problems. Please see my overall profile for information about my tutoring qualifications. I earned a BS in math from MIT and a PhD in math from Berkeley. My main field of expertise is Riemannian geometry, of which Euclidian geometry and trigonometry are the simplest cases.

Most Popular

Algebra 2,

Algebra 2

Algebra and geometry are the two main pillars of mathematics. Besides tutoring mathematics, I have used algebra quite extensively in several small software businesses I have run, including one mathematical software company. My approach to teaching mathematics is to blend problem-solving with a deeper understanding of the content, and to adjust my approach to the needs of each student. I earned a BS in mathematics at MIT and a PhD in mathematics (geometry and physics) at Berkeley.
Calculus,

Calculus

I earned a BS in mathematics at MIT and a PhD mathematics (geometry and physics) at Berkeley. As a Research Mathematician at GE R&D, I performed engineering physics simulations in numerous areas. I won a Technical Achievement Award, and published over 2 dozen internal technical reports and four papers in refereed journals. Basic calculus contains three powerful ideas: taking limits, computing slopes of curved lines, and computing areas under curves. My approach to teaching calculus is to (a) ensure the student has a good intuitive grasp of these three basic ideas; (b) expose the student to derivations of some of the simpler formulas; and (c) help student to solve problems and to memorize the required formulas; and (d) exposing students to the tables of derivatives and integrals. I blend these approaches to fit the student’s learning style.
English,

English

I bring an "old school" background in grammar, including outlining ideas and diagramming sentences. While students need not learn this material, it helps me to explain subtle differences in meaning among different ways of expressing an idea. The most effective ways for students to improve English skills are to practice, to hear and read good English, and to learn formal rules. Getting explanations of subtler points from a tutor can help substantially. English grammar is generally easier to learn than that of other major European languages, but it is less precise in some respects. Verbal skills can be improved by knowing how the characteristics of English grammar affect reading comprehension, speaking and composition. For example, English has fewer inflected endings on nouns, verbs and adjectives; instead it relies more on word order and prepositions to indicate sentence structure. Vocabulary is an essential ingredient in good English. In my experience, a tutor can most effectively improve students' vocabulary by explaining new words as they occur in spoken or written language and in verbal tests. I can recommend vocabulary-building lists, but students can most cost-effectively do this sort of work on their own. My strengths are in descriptive, persuasive and scientific English. I bring a mathematician's precision to analyzing the logic and smoothness of language. (My formal degrees are in mathematics, physics and finance.) I am not as experienced in writing impressionistic or fictional material.
Geometry,

Geometry

More than any other part of mathematics, geometry combines intuition, computation and rigorous proof. Geometric intuition can help students to see their way through complex problems in other disciplines. I can teach geometry as problem-solving, and at a higher level to the extent that the student is receptive. I earned a BS in math from MIT and a PhD in mathematics (geometry and physics) at Berkeley. My main field of expertise is Riemannian geometry, of which Euclidian geometry and trigonometry are the simplest cases. As a research scientist at General Electric R&D, I modeled many engineering physics problems on complicated geometrical shapes using finite element analysis.
Physics,

Physics

After earning a PhD in mathematical physics at Berkeley and a BS in math at MIT, I was a research scientist at General Electric R&D, where I built engineering physics simulations in many fields (stress and thermal analysis in glasses, metals and ceramics; optics; acoustics; plasma physics). I won a Technical Achievement Award, published over two dozen internal technical reports and four papers in refereed journals. I delivered some seminars that were considered exceptionally understandable. I have also published five papers on theoretical physics in refereed journals. My approach to teaching physics is to develop problem-solving skills along with a strong intuitive grasp of the fundamental concepts. I strive to understand the learning processes of each student to find the right balance of approaches for that student.
Precalculus

Precalculus

Precalculus combines algebra with limits. Calculus has just two basic concepts: slopes of curved lines, and areas under curves. The rest is computational techniques. I am expert in tutoring these concepts and methods. I combine teaching students to solve problems with imparting a deeper grasp of the concepts that underlie the procedures for solving problems. I also teach test-wise tips for smart test-taking. I blend these approaches to do what best fits the student’s learning style. I earned a BS in mathematics at MIT and a PhD in mathematics (geometry and physics) at Berkeley. I also have plenty of commercial experience in engineering and business applications of calculus. Please see my profile for more on my tutoring background.

Other

Finance,

Finance

I earned an MBA in finance from U Chicago with a minor in marketing. My studies included capital asset pricing models, valuation models for firms and investment projects, and option pricing. I have done applied financial analysis and managerial accounting projects for several clients at McKinsey & Co. and other companies. I have been general manager or president of several small companies where I dealt with financial analysis of the business. I ran a small company that marketed advanced financial spreadsheet analyses.
Macroeconomics,

Macroeconomics

I earned a BS in mathematics at MIT that included courses in macroeconomics and microeconomics, and an MBA in finance at U Chicago with economics and marketing. I replaced numerous elementary economics courses with graduate electives in both universities. The basic concept in macroeconomics is that a successful economy must include not only a strong supply sector, but it must generate enough demand for the economy to consume a high level of its own output. Although macroeconomics has retrenched in its claims to model national economies, this fundamental idea is correct and important. My approach to tutoring economics is to combine problem-solving skills with a solid grasp of the foundations.
Marketing,

Marketing

I earned an MBA from U Chicago with a minor in marketing. I have run three small software businesses in which marketing reported to me. As a director of marketing and strategic planning at MathWorks, I introduced new methods of analyzing sales, marketing programs, investment projects, and customer support. I sat on the advisory boards for all 11 commercial business areas. I have served as a product manager in a large entertainment software business, and I ran a small scientific software business where I performed or supervised all marketing activities. I ran a small company that marketed advanced marketing analysis spreadsheets.
Microeconomics

Microeconomics

I earned an MBA in finance with economics and marketing at U Chicago, and a BS in mathematics with a minor in economics at MIT. I replaced many of the elementary economics courses with graduate electives in both universities. As a consultant and an employee, I have practical experience applying microeconomic and financial models at companies large and small. At GE I did manufacturing cost analysis. For a McKinsey client, I modeled costs of a large white collar operation that led to change in direction. For MathWorks, I built models for ROI of marketing programs, strategic analysis of new projects, and other quantitative analyses. I have been general manager or president of several small companies where I dealt with financial analysis of the business. My approach to tutoring economics is to combine problem-solving skills with a solid grasp of the foundations.

Science

Mechanical Engineering,

Mechanical Engineering

I earned a BS from MIT and a PhD in mathematical physics from Berkeley. As a research scientist at General Electric, I performed engineering physics simulations involving stress and thermal analysis of metal-glass-ceramic systems, optics, acoustics, and plasma physics; also manufacturing cost analysis. I published more than 2 dozen internal technical reports at GE and four papers in refereed journals.
Physics

Physics

After earning a PhD in mathematical physics at Berkeley and a BS in math at MIT, I was a research scientist at General Electric R&D, where I built engineering physics simulations in many fields (stress and thermal analysis in glasses, metals and ceramics; optics; acoustics; plasma physics). I won a Technical Achievement Award, published over two dozen internal technical reports and four papers in refereed journals. I delivered some seminars that were considered exceptionally understandable. I have also published five papers on theoretical physics in refereed journals. My approach to teaching physics is to develop problem-solving skills along with a strong intuitive grasp of the fundamental concepts. I strive to understand the learning processes of each student to find the right balance of approaches for that student.

Summer

Algebra 2,

Algebra 2

Algebra and geometry are the two main pillars of mathematics. Besides tutoring mathematics, I have used algebra quite extensively in several small software businesses I have run, including one mathematical software company. My approach to teaching mathematics is to blend problem-solving with a deeper understanding of the content, and to adjust my approach to the needs of each student. I earned a BS in mathematics at MIT and a PhD in mathematics (geometry and physics) at Berkeley.
Calculus,

Calculus

I earned a BS in mathematics at MIT and a PhD mathematics (geometry and physics) at Berkeley. As a Research Mathematician at GE R&D, I performed engineering physics simulations in numerous areas. I won a Technical Achievement Award, and published over 2 dozen internal technical reports and four papers in refereed journals. Basic calculus contains three powerful ideas: taking limits, computing slopes of curved lines, and computing areas under curves. My approach to teaching calculus is to (a) ensure the student has a good intuitive grasp of these three basic ideas; (b) expose the student to derivations of some of the simpler formulas; and (c) help student to solve problems and to memorize the required formulas; and (d) exposing students to the tables of derivatives and integrals. I blend these approaches to fit the student’s learning style.
Geometry,

Geometry

More than any other part of mathematics, geometry combines intuition, computation and rigorous proof. Geometric intuition can help students to see their way through complex problems in other disciplines. I can teach geometry as problem-solving, and at a higher level to the extent that the student is receptive. I earned a BS in math from MIT and a PhD in mathematics (geometry and physics) at Berkeley. My main field of expertise is Riemannian geometry, of which Euclidian geometry and trigonometry are the simplest cases. As a research scientist at General Electric R&D, I modeled many engineering physics problems on complicated geometrical shapes using finite element analysis.
Macroeconomics,

Macroeconomics

I earned a BS in mathematics at MIT that included courses in macroeconomics and microeconomics, and an MBA in finance at U Chicago with economics and marketing. I replaced numerous elementary economics courses with graduate electives in both universities. The basic concept in macroeconomics is that a successful economy must include not only a strong supply sector, but it must generate enough demand for the economy to consume a high level of its own output. Although macroeconomics has retrenched in its claims to model national economies, this fundamental idea is correct and important. My approach to tutoring economics is to combine problem-solving skills with a solid grasp of the foundations.
Microeconomics,

Microeconomics

I earned an MBA in finance with economics and marketing at U Chicago, and a BS in mathematics with a minor in economics at MIT. I replaced many of the elementary economics courses with graduate electives in both universities. As a consultant and an employee, I have practical experience applying microeconomic and financial models at companies large and small. At GE I did manufacturing cost analysis. For a McKinsey client, I modeled costs of a large white collar operation that led to change in direction. For MathWorks, I built models for ROI of marketing programs, strategic analysis of new projects, and other quantitative analyses. I have been general manager or president of several small companies where I dealt with financial analysis of the business. My approach to tutoring economics is to combine problem-solving skills with a solid grasp of the foundations.
Physics

Physics

After earning a PhD in mathematical physics at Berkeley and a BS in math at MIT, I was a research scientist at General Electric R&D, where I built engineering physics simulations in many fields (stress and thermal analysis in glasses, metals and ceramics; optics; acoustics; plasma physics). I won a Technical Achievement Award, published over two dozen internal technical reports and four papers in refereed journals. I delivered some seminars that were considered exceptionally understandable. I have also published five papers on theoretical physics in refereed journals. My approach to teaching physics is to develop problem-solving skills along with a strong intuitive grasp of the fundamental concepts. I strive to understand the learning processes of each student to find the right balance of approaches for that student.

Test Preparation

GMAT

GMAT

Besides an MBA in finance (U of Chicago), I earned a PhD in mathematics (Berkeley). I bring a mathematician's precision to logical and quantitative analysis, and to reading comprehension and grammar. I have done advanced analytics for consulting clients and as an employee at several companies. My approach to GMAT prep is to help in four ways. First, teach test-wise tips; secondly, improve domain knowledge as needed; thirdly, refine reading and writing skills through practice and discussion; and fourth, teach specific methods for quantitative problems.

Resources

Richard has shared 5 articles on Wyzant Resources.

Go to Richard’s resources

Ratings and Reviews


Rating

5.0 (294 ratings)
5 star
(289)
4 star
(5)
3 star
(0)
2 star
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1 star
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Reviews


EXCELLENT tutor, highly recommend

My daughter (Junior in HS) switched to AP Physics 2 months into school year and had to catch up quickly. Richard was fantastic with subject matter and taking the time to make her comfortable. We would absolutely use Richard again if she needs help.

Laurie , 1 lesson with Richard

Highly knowledgeable, experienced and kind

We highly recommend Richard and feel lucky to have found him. He is working with my daughter on SAT prep and though they have only met twice, I can see that he has a winning approach to teaching the material. He is clear in his explanations, has a very good understanding of the test mechanics and works closely with the student to make sure they are comfortable with the pace and the material. Richard is very generous with his knowledge (not everybody is), and I find this aspect of his tutoring style very appealing. He seems genuinely dedicated and invested in making my daughter succeed. I appreciate it very much.

Emma, 10 lessons with Richard

Richard is a highly qualified and knowledgeable teacher!

Richard has a lot of experience in both: tutoring and business fields. He has an extensive knowledge about the top MBA programs and universities as well as about requirements for an application process. Richard has developed various strategies for approaching GMAT test and he is very methodological in tutoring. I'm looking forward to working with Richard to improve my GMAT score and prepare for an application process for MBA program.

Anna, 3 lessons with Richard

Knowledgeable and patient tutor

Richard did a great job in explaining linear algebra. He broke down difficult subject matter into small sub problems and explained things well. He also prepares notes and will help you with any problem. I was able to understand good amount of linear algebra from the session.

Udit, 2 lessons with Richard

Experienced and knowledgeable tutor

I am a physics major and Richard helped me in the courses "Intro to Modern Physics" and "Classical Mechanics". Our sessions included homework help and exam prep, and Richard also helped me write a term paper. He is extremely experienced in the field and as a tutor, always punctual and organized. I've met with Richard about a dozen times, each session for about 90 minutes. Topics covered included Special Relativity, Lagrangian Mechanics, Newtonian Mechanics, Angular & Linear momentum, Energy and Work... All at an advanced mathematical level that incorporated calculus and differential equations. Richard helped me succeed in both of these courses and I look forward to continuing to work with him in the future. I strongly suggest using Richard as a math or physics tutor at any level.

Pere, 9 lessons with Richard

excellent physics and math tutor

Richard has helped my 10 yea-old daughter as well as son (14 years old). He prepared my daughter to get high score in Math in SSAT. He has taught my son high school math & physics and prep for AMC. My kids really got benefit from his tutoring. Richard is a very knowledgeable and experienced tutor. He can discuss and teach anything that my kids want to learn in math and physics field. Especially I want to thank him for connecting me to MIT where I was able to get a computer science tutor for my son. Thank you so much, Richard, and keep up the good work!

Min, 11 lessons with Richard

Amazing Tutor!

I worked with Richard for 2 hours and he went above and beyond with assisting me. He was able to answer all my questions, provide amazing points for my economics debate, and help me craft it! He has such a passionate understanding of history, economics, and politics! It's truly a pleasure to work with someone who really enjoys what he does. If I could give Richard anything above a 5, I would!

Farah, 1 lesson with Richard

Help For Linear Algebra

Richard was a great help to our college student daughter with understanding Linear Algebra after she missed a lot of class time due to illness.

Donna, 1 lesson with Richard

very helpful tutor and wonderful person

Highly recommend. Intelligent, knowledgeable, patient, and considerate, Richard is one of the best math teachers I've ever met. With his help, I was able to tackle concepts that I found intimidatingly abstract. He also provided insights not only on the subject matter but also the field and methods of learning. I appreciate his help very much.

Sophia, 1 lesson with Richard
Tutor responded:

This kind feedback is from a student studying math at MIT.

$70/hour

Richard P.

$70/hour

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