$38/hour

4.4
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I have over 15 years of teaching and tutoring experience in mathematics, computer programming, … Read more

Boris is approved to conduct lessons through Wyzant Online. Wyzant Online allows students and tutors to work remotely via video, audio, and collaborative whiteboard tools. For more information about how online tutoring works, check out Wyzant Online.

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Math:

ACT Math,
Approved subjects are in **bold**.

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.

Before going to graduate school, I myself passed the general and math subject GRE exams with perfect math scores. Recently, I have tutored a number of students to prepare them for the math sections of ACT Math and other standardized tests.

As part of my higher education, graduate and undergraduate, I have taken several courses in probability and statistics. I further extended my knowledge with independent readings which allowed me to successfully pass five actuarial exams. Now, I can offer my solid theoretical knowledge and practical exam experience to anyone looking for help with preparing for actuarial exams or taking low-level university classes in the area of Actuarial Science.

With experience built over years of practice and tutoring the mathematical skills covered in the Algebra 1 classes, I teach my tutee by gentle yet focused practicing of the required skills which gradually builds their confidence to a level where basic algebra is no longer a challenge.

Through many years of studying and tutoring Algebra, both basic and more advanced, I have reached a level of comfort with the material comparable to that of a native speaker using her/his mother tongue. That fluency allows me to fully concentrate on conveying the mathematical knowledge in the most direct and simplest possible way in contrast to the formally correct but unnecessarily convoluted paths taken by many authors of textbooks and solution manuals.

As part of my higher education, graduate and undergraduate, I have taken several courses in biostatistics and other related disciplines such as probability, statistics, and econometrics. I have mastered a number of techniques based on hypothesis testing and probability distributions as well as the most popular statistical software tool such as SAS and R. That practice, in addition to my strong mathematical background, enabled me to help university students with their biostatistics classes.

I have worked professionally as a scientific researcher designing and implementing software tools in C and other computer languages. I have a solid background in Computer Science, including generic algorithms and data structures, a variety of image processing and computational geometry algorithms, object oriented programming and design.

I have worked professionally as a scientific researcher designing and implementing software tools in C++, Qt, Fortran, Matlab, IDL, and other computer languages. I have solid background in Computer Science, including generic algorithms and data structures, a variety of image processing and computational geometry algorithms, object oriented programming and design.

I have over 15 years of teaching experience covering all undergraduate mathematics classes offered at the University of South Carolina. Those include Basic College Mathematics, Precalculus, Calculus I, Calculus II, Calculus for Social Sciences and Business Administration, Finite Mathematics, Vector Calculus, Differential Equations, Linear Algebra. In that role I have been exposed first-hand to the common difficulties and typical mistakes that students tend to make in those classes. Over the years I have experimented with different teaching and tutoring techniques and now I am in the position to offer the best approach to the students I tutor.

For a number of years, I have worked professionally as a scientific researcher designing and implementing software tools in various computer languages. With solid background in object oriented design, generic algorithms and data structures, I have designed and developed several applications and software libraries.

I have written myself hundreds of thousands of lines of code in C, C++, Qt, Fortran, Matlab, IDL, and other computer languages, implementing generic algorithms and data structures, as well as a variety of image processing and computational geometry algorithms.

I have worked professionally as a scientific researcher designing and implementing software tools in C, C++, Qt, Fortran, Matlab, IDL, and other computer languages. I have solid background in Computer Science, including generic algorithms and data structures, a variety of image processing and computational geometry algorithms, object oriented programming and design.

I have over 15 years of teaching experience covering all undergraduate mathematics classes offered at the University of South Carolina, including Differential Equations. I am well-educated in both ordinary and partial differential equations, and I have tutored those subjects on their own and in the context of physics and engineering courses.

I have over 15 years of teaching experience covering all undergraduate mathematics classes offered at the University of South Carolina including Discrete Mathematics. In that role I have been exposed first-hand to the common difficulties and typical mistakes that students tend to make in those classes. Over the years I have experimented with different teaching and tutoring techniques and now I am in the position to offer the best approach to the students I tutor.

I have taken several courses in econometrics and similar disciplines such as probability, statistics, and biostatistics, all of them building specific techniques based on hypothesis testing and probability distributions. That knowledge allowed me to successfully pass five actuarial courses and tutor a number of high school and college students on those subjects.

I have over 15 years of teaching experience lecturing all undergraduate mathematics courses offered at the University of South Carolina. Over that period I have successfully tutored on various topics typically covered in Finite Mathematics classes such as Mathematical model building, Matrix algebra, Linear programming, Combinatorics, Probability, Statistics, and Logic.

In those roles I have been exposed first-hand to the common difficulties and typical mistakes that students tend to make when working out Finite Mathematics problems. After experimenting with different teaching and tutoring techniques, now I am in the position to offer to the students I tutor a gentle presentation of the material and easy-to-follow practical guidelines to problem solving.

Through many years of studying and tutoring Geometry, I have reached a level of comfort with the material comparable to that of a native speaker using her/his mother tongue. That fluency allows me to fully concentrate on conveying the mathematical knowledge in the most direct and simplest possible way in contrast to the formally correct but unnecessarily convoluted paths taken by many authors of textbooks and solution manuals.

Before going to graduate school, I myself passed the general and math subject GRE exams with perfect math scores after solving dozens of sample exams. Recently, I have tutored a number of students to prepare them for the math sections of GMAT and GRE.

Before going to graduate school, I myself passed the general and math subject GRE exams with perfect math scores. Recently, I have tutored a number of students to prepare them for the math sections of ACT Math, SAT Math, GRE, and GMAT.

I have over 15 years of teaching experience covering all undergraduate mathematics classes offered at the University of South Carolina including Linear Algebra. In that role I have been exposed first-hand to the common difficulties and typical mistakes that students tend to make in those classes. Over the years I have experimented with different teaching and tutoring techniques and now I am in the position to offer the best approach to the students I tutor.

I have formal education (university course work) in Mathematical logic and graduate degree in Mathematics which would have been impossible to obtain without thorough understanding of principles of logic, knowledge and practice that I can comfortably and confidently convey to my students in an easily comprehended manner.

I have instructed Matlab lab exercises for numerical methods classes at college level. For the last 10 years, I have used Matlab regularly for prototyping and testing ideas in virtually every project I worked on. In 2013, I completed a production-strength, standalone GUI application implemented entirely in Matlab.

I have successfully tutored physics on high school and undergraduate level. I can teach you in a simple and clear way how to understand a problem, transform the given information into mathematical equations and solve them to obtain the desired answer. Typically, the main difficulty in those problems stems from the mathematics that you need to use. Sometimes this is knowledge you already acquired in a math class but never used in physics setting, other times it is new material that has never been covered in another class. In either case, I can build on your existing math skills and supplement them as needed with new techniques to make you comfortable with the physics problems at hand.

After many years of practicing and tutoring my fluency in Prealgebra is at the level of second nature. This allows me to fully concentrate on conveying the mathematical knowledge in the most direct and simplest possible way to the greatest benefit of my tutees.

I have over 15 years of teaching experience covering all undergraduate mathematics classes offered at the University of South Carolina including Basic College Mathematics and Precalculus, as well as Calculus I, Calculus II, Calculus for Social Sciences and Business Administration, Finite Mathematics, Vector Calculus, Differential Equations, Linear Algebra.

In that role I have been exposed first-hand to the common difficulties and typical mistakes that students tend to make in those classes. Over the years I have experimented with different teaching and tutoring techniques and now I am in the position to offer the best approach to the students I tutor.

As part of my higher education, graduate and undergraduate, I have taken several courses in probability and other related disciplines such as statistics, biostatistics, and econometrics. In those classes I built and practiced the prevalent techniques based on hypothesis testing and probability distributions. That knowledge allowed my to successfully pass five actuarial courses and tutor a number of high school and college students on those subjects.

Through many years of studying and tutoring mathematics, I have reached a level of comfort with the material comparable to that of a native speaker using her/his mother tongue. That fluency allows me to fully concentrate on conveying the mathematical knowledge in the most direct and simplest possible way in contrast to the formally correct but unnecessarily convoluted paths taken by many authors of textbooks and solution manuals.

Recently, I have tutored a number of students to prepare them for the math sections of SAT Math and other standardized tests.

As part of my higher education, graduate and undergraduate, I have taken several courses in probability and statistics, biostatistics, and econometrics, all of them building specific techniques based on hypothesis testing and probability distributions. That knowledge allowed my to successfully pass five actuarial courses and tutor a number of high school and college students on those subjects.

Through many years of studying and tutoring Algebra, Geometry, and Trigonometry, I have reached a level of comfort with the material comparable to that of a native speaker using her/his mother tongue. That fluency allows me to fully concentrate on conveying the mathematical knowledge in the most direct and simplest possible way in contrast to the formally correct but unnecessarily convoluted paths taken by many authors of textbooks and solution manuals.

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