Hello! My name is Alessia, and I am an undergraduate student majoring in Physics and Computer Science with a 3.98 GPA. I have extensive volunteer experience tutoring high school and college-age students, with Algebra and Calculus being two of my favorite subjects to teach. One of my accomplishments as a tutor was developing and teaching an algebra fundamentals summer course for a group of high school students. I have experience with both one-on-one and small-group instruction, and I use a...
Hello! My name is Alessia, and I am an undergraduate student majoring in Physics and Computer Science with a 3.98 GPA. I have extensive volunteer experience tutoring high school and college-age students, with Algebra and Calculus being two of my favorite subjects to teach. One of my accomplishments as a tutor was developing and teaching an algebra fundamentals summer course for a group of high school students. I have experience with both one-on-one and small-group instruction, and I use a drawing tablet so that students can visually follow mathematical explanations in remote sessions. Outside of sessions, I also develop study materials tailored to students' needs, including flashcards and personalized sets of practice problems.
During a typical session, I first assess what the student already understands and identify the point at which the material becomes confusing. I then work through one or two example problems on my drawing tablet, explaining the reasoning behind each step and asking targeted questions as we proceed. Once the basic approach is clear, I invite the student to take the lead by identifying the type of problem, choosing a first step, and explaining their reasoning. This allows us to uncover misconceptions early and strengthen mathematical intuition. My goal is to help students understand the principles behind mathematical concepts rather than memorize a bag of tricks.
Finally, an important part of my philosophy as a tutor is “chasing the edge.” My first goal is aiding a student in developing the necessary foundational skills to solve standard problems. After this, instead of stopping at regular proficiency, I use deliberate overpractice to gradually incorporate more challenging and varied problems. As a result, students develop enough fluency that the questions they encounter on their homework and exams feel straightforward by comparison.