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Richard P.

Math, physics, economics, business, test prep

Math, physics, economics, business, test prep

$65/hour

5.0 (353 ratings)

  • 1,460 hours tutoring

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 at MIT (and stayed a third year taking...

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 at MIT (and stayed a third year taking graduate courses) and a PhD in mathematical physics at 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 more than 2 dozen GE technical reports, and four papers in refereed journals. I have been a referee for the journal “Classical and Quantum Gravity.” I have written a lot of symbolic, numerical, and graphical mathematics software.

I gave seminars on engineering and physics at GE R&D. A research colleague: "You obviously missed your calling (in teaching)." A technician: “If I had teachers like that, I could have a PhD too.”

Business:

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

I earned an MBA in finance (and marketing) at U Chicago with advanced electives in economics. I have worked as an employee or consultant in 8 businesses in the Fortune 100, including GE HQ and two divisions. An SVP at GE: “Your report is the best staff work I have ever seen.” The head of McKinsey’s industrial consulting: “You are the best analyst in the Firm." I revolutionized business analytics at MathWorks. I have served as general manager or president of 2 math and business analysis software businesses. I have written two dozen advanced business models in Excel.

Test Prep:

I tutor th

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Education

MIT
mathematics
u california, Berkeley
PhD
U Chicago
MBA

Policies

  • Hourly Rate: $65
  • Rate details: Will tutor 2 students together for 1.5 times the price, if students are at comparable levels. Recommend minimum 90 minutes per session, to minimize travel and set-up time as a percent of total.
  • Lesson cancellation: 5 hours notice required

  • Background check passed on 2/11/2019

  • 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.
Statistics

Statistics

I earned a BS in mathematics at MIT, a PhD in mathematical physics at Berkeley (NSF Fellow), and an MBA in Finance (U Chicago). Each of these degree programs included substantial work in probability and statistics.

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.
Statistics

Statistics

I earned a BS in mathematics at MIT, a PhD in mathematical physics at Berkeley (NSF Fellow), and an MBA in Finance (U Chicago). Each of these degree programs included substantial work in probability and statistics.

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.
Statistics,

Statistics

I earned a BS in mathematics at MIT, a PhD in mathematical physics at Berkeley (NSF Fellow), and an MBA in Finance (U Chicago). Each of these degree programs included substantial work in probability and statistics.
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.
Statistics

Statistics

I earned a BS in mathematics at MIT, a PhD in mathematical physics at Berkeley (NSF Fellow), and an MBA in Finance (U Chicago). Each of these degree programs included substantial work in probability and statistics.

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.
Statistics

Statistics

I earned a BS in mathematics at MIT, a PhD in mathematical physics at Berkeley (NSF Fellow), and an MBA in Finance (U Chicago). Each of these degree programs included substantial work in probability and statistics.

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.

Examples of Expertise

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Ratings and Reviews

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Reviews

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Featured review

Excellent Tutor!

Excellent tutor, Richard helped me to understand Multivariable Calculus, Linear Algebra and Ordinary Differential equations. He provided great insight and I thoroughly enjoyed working with him to find the answers to my questions. Richard's concise explanations for abstract concept helped me better understand the material and make connections. Richard was also willing to answer questions about the field of Engineer and give helpful advice for pursuing a career. His insight into the industry was valuable and always appreciated.

Thomas, 12 lessons with Richard

Puts in the extra effort!

Richard spent lots of time working through very hard graduate level mathematical problems in stochastic processes, and helped us pass an exam that was literally a life saver. He definitly puts in the extra effort, and I highly recommend Richard.

Harry, 5 lessons with Richard

Very knowledgeable and helpful

Needed help with understanding math and finance problems. He was very helpful in providing a detailed explanation for each equestion. I would recommend him to anyone looking to improve their skills.

Joel, 5 lessons with Richard
Tutor responded:

This student, who was having difficulty with basic concepts in finance, just wrote me that he got 96% on the problem set we discussed.

Knowledge, patient and provided honest assessment

I just started with Richard and felt comfortable with the lesson and information he provided. As I advance in my course work this semester and next, I look forward to reaching out to him again.

Bernie , 2 lessons with Richard

Excellent Pre Calculs tutor for my son

Richard prepped my son on precalculus for finals, and did a great job. He is knowledgeable, patient excellent, and reviewed subjects in advance and worked on problem solving. He gives very detailed explanations of the subject matter.

Marc, 6 lessons with Richard

Knowledgeable, patient, well informed, professional

Richard is exactly what our daughter needs to help with grade 10 Honors Math. Besides going over Algebra 2, he gives her the intuition and big picture behind the math concept which is not well presented in school. Her confidence in math is improving with his help. His lesson summaries are exceptional and very detailed.

Paul, 6 lessons with Richard

Knowledgeable and patient tutor

Richard helped with the concepts I learned in my Discrete Structures class. He was able to simplify and explain the concepts an problems I had very clearly. I had trouble with group theory and modular arithmetic, yet Richard made the concepts simple and understandable.

Antonio, 2 lessons with Richard

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
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Richard P.

$65/hour

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Response time: 6 hours