I am a Cornell MBA graduate with an undergraduate background in Data Science, and I enjoy helping students build both the skills and confidence they need to tackle quantitative problems. My academic and professional experience has required a strong foundation in mathematics, statistics, data analysis, and logical reasoning, which I bring to my tutoring in math and standardized test preparation. I am particularly comfortable with the quantitative skills tested on the GRE and SAT, including...
I am a Cornell MBA graduate with an undergraduate background in Data Science, and I enjoy helping students build both the skills and confidence they need to tackle quantitative problems. My academic and professional experience has required a strong foundation in mathematics, statistics, data analysis, and logical reasoning, which I bring to my tutoring in math and standardized test preparation. I am particularly comfortable with the quantitative skills tested on the GRE and SAT, including algebra, arithmetic, data analysis, problem solving, and quantitative reasoning.
I have extensive experience teaching and coaching students in both one-on-one and group settings. During my MBA, I served in several peer teaching and mentorship roles, including as a course assistant and as a leader in my school's consulting club, where I coached students individually and developed structured training materials for larger groups. Through these roles, I learned that effective teaching is rarely about simply showing someone the correct answer. I focus on identifying where a student's reasoning breaks down, explaining the underlying concept in an approachable way, and then helping them develop a repeatable process they can use independently.
My tutoring style is patient, practical, and tailored to the individual student. For GRE and SAT preparation, I focus on understanding the logic behind questions rather than memorizing tricks, while also teaching efficient strategies for working under time pressure. For math students, I break difficult concepts into manageable steps and use practice problems to reinforce understanding. I want students to leave sessions not only knowing how to solve the problems we worked on together, but also feeling better equipped to approach unfamiliar problems on their own.