$30/hour

4.7
average from
63
ratings

“**vern knows his stuff**”

I am a high school and college math tutor. I retired after 46 years of teaching mathematics at a Christian high school. I have an MA in Mathematics and have taught all subject areas. My schedule is flexible and I am willing to

*$30.00/hr.
$35.00/1.5hr.*

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Vern 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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Vern is a great tutor, top shelf. Easy going and has a patient demeanor. I would definitely recommend him to brush up on your math skills no doubt about it. I've had several tutors throughout my college career and I can say he is hands down the best I've encountered!

Vern is very patient and understanding with me. He helped me work through some of my homework problems and grasp some of the chapter concepts

Vern has been a great help. He works well with my son, puts him at ease, and patiently guides him through the tough problems. I wish we had known him years ago. He was a math teacher for many years and understands the subject material well.

Vern is always well prepared before coming to tutor subject material. He sincerely strives to assure the student is well prepared in all areas before taking the test.

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.

A satisfactory score in the ACT is required by most colleges and universities in Michigan in order to be enrolled in a degree program. The ACT is generally administered to students during the second semester of their junior year in high school.

The questions in the mathematics portion of the ACT covers materials typically studied in algebra I, geometry, and algebraII.

My experience includes 30 years of administering or helping to administer the ACT as well as preparing students to take the mathematics portion of the ACT.

In some ways algebra can be viewed as a generalization of arithmetic in which letters can be used to represent numbers. In many cases algebra requires less effort than arithmetic. In arithmetic, one is required to carry out the arithmetic operation to get the result-For example: 2*18 = 36. In algebra the product of two numbers represented by a and b is a*b or simply ab. The operation is implied. There are, of course, many other applications of algebra: minipulating formulas, solving equations, etc. Almost every college major requires some expertise in algebra.

It has been my experience that students who have difficulty with algebra are lacking in their understanding of arithmetic concepts. In my tutoring efforts, I stress the importance of understanding basic algebraic concepts and applying these concepts in a variety of application. I initially lead the student through the logic of problem solving with the goal of turning over the ownership of the thought processes to the student.

Algebra II, sometimes referred to as advanced algebra, includes a review of algebra I. It takes a more in-depth view of certain topics studied in algebra I. In addition algebra II introduces the student to new concepts such as a study of functions including higher order polynomials, exponential, logarithm, and trigonometry. This is by no means an exhaustive list of topics covered in algebra II. A thorough understanding of algebra is required for further study of mathematics or applications of mathematics.

As is the case with all my tutoring efforts, I begin by helping students understand the basic concepts of the subject. I help them with problem solving logic by working through a variety of exercises (we learn by doing). Initially I take initiative and give direction as we work through problems. As the student gains confidence,I help them take ownership of problem solving techniques.

Students who are beginning their study of calculus generally must first learn the concept of limits, which must then be applied in the study of derivatives and integrals. In the introduction to calculus, the derivative is presented as the slope of a line tangent to the graph of a continuous function. The integral is initially presented as the area between graphs of continuous functions. These applications serve only to give to the student a geometric image of these concepts, and are by no means rigorous nor exhaustive. There are, of course, many and varied applications of differential and integral calculus.

I have a masters degree in mathematics, and I have taught differential and integral calculus for over 40 years as the the terminal college prep mathematics course offered to seniors in high school; in addition, I have tutored students who are studying calculus in college.

It has been my experience that calculus students generally have at least an intuitive grasp of the concept of limits. Any difficulties experienced with calculus generally stem from an inadequate grasp of topics usually presented in advanced algebra, and precalculus; therefore, when helping them work through their calculus problems, I take every opportunity to thoroughly review algebra as well as topics in precalculus.

I am qualified to teach/tutor discrete mathematics. I have a masters degree in mathematics which included discrete mathematics. I have taught/tutored mathematics, including discrete mathematics, for over 40 years. In particular, I taught a course titled "Precalculus and Discrete Mathematics", which presents concepts such as logic, recursion, mathematical induction, combinatorics, and matrices. These are included in any list of topics in discrete mathematics. My approach to tutoring involves explaining the concepts and then working with the student on particular examples until we both feel that the student has a firm grasp of the concept.

Prealgebra, as the name suggests, is a course designed to prepare students for algebra. The course reviews some concepts in arithmetic including arithmetic operations, working with percentages, decimals, fractions etc. The course also introduces some concepts in basic algebra. This list of topics is not exhaustive of course.

I have tutored students who struggle with mathematical concepts from basic ideas in arithmetic to calculus and statistics.

I fully understand the difficulties that students face in the process of learning mathematical concepts; and therefore, I am very patient and understanding of my students struggles.

Precalculus, as the name suggests, is designed to prepare students to study calculus. This course requires a thorough understanding of topics treated in algebra II. While there is some review of topics studied in advanced algebra, this course gives a more rigorous treatment of the concepts.

Generally speaking, the major ideas of this course include a study of functions with special attention to polynomial, rational, and trigonometric functions. An informal treatment of limits is included since this is important in the study of calculus.

The emphasis in tutoring students in this course includes making sure that students have a good grasp of concepts studied in algebra. Also it is important that they understand the concept of mathematical functions with special emphasis on trigonometric functions, since this is where students have the greatest difficulty. As is the case in all my tutoring efforts, I give clear direction to problem solving with the goal of building the student's confidence so that they are able to analyze and solve porblems on their own.

A brief discription of probability theory could be stated simply: It is a branch of mathematics that studies situations in which there is an element of uncertainty. Flipping a coin or rolling a die come to mind. We say the outcome is uncertain because there are too many unknowns involved. For example, if we knew the exact initial orientation of the die as well as all of the forces acting upon it as it is rolled, and perhaps also the coefficient of friction of the surface upon which it lands, we could predict the outcome exactly. We do know however, that a die very closely approximates a perfect cube; therefore, each of the six faces are equally likely to turn up. We may conclude then, that the probability of turning up a five, for example, is 1/6. Even elementary probability problems can quickly become more complicated: What is the probability of turning up exactly three fives in ten tosses? The answer is 5/9. This is not as evident as the answer to the first question above. In general, probability problems require more careful thought and analysis than say, applications of algebra to solving equations.

I have an MA in mathematics, and I have taught, or tutored mathematics for over 46 years. I fully understand that most students find it difficult to fully understand and grasp mathematical concepts. Patience is my greatest asset.

The mathematics portion of the TEAS requires an understanding of mathematics used in field of nursing. This mathematics includes estimation techniques, operations on fractions, numbers with decimals, percentages, ratios, conversion between units of measure, as well as conversion between different number systems, and algebra generally presented in first year or intermediate algebra courses. Students who take this test may not use a calculator.

I do have experience tutoring students in the mathematics part of TEAS with good success. I have found that generally their greatest difficulty is in performing arithmetic operations by hand. They are accustomed to using a calculator in their mathematics classes and also in other standardized exams such as the ACT; therefore, I initially emphasize performing operations such as multiplication, long division, and subtraction, as well as adding and multiplying fractions by hand. Also we work with ratios and percentages. We then make application to problems typically encountered in the nursing field. We also spend time reviewing some basic concepts in algebra such as simplifying algebraic expressions and solving equations and inequalities.

In my tutoring efforts I make extensive use of a book containing TEAS practice tests. The goal is to give the student confidence in working problems found in the mathematics topics listed above. Also we spend some time learning how to take a multiple choice standardized test. This includes eliminating answers choices that obviously are incorrect in order to improve the likelihood of selecting the correct answer.

I have a Master's degree in mathematics and I have had 46 years of experience teaching and tutoring mathematics. I have taught mathematics courses from the 7th to 12th grades as well as college calculus courses.

Trigonometry is usually introduced in terms of the ratio of sides of a right triangle. The sine (sin) and cosine (cos) are the basic trig functions. The other four trig functions are defined either as reciprocals or ratios of the sine and cosine functions. The domain of trig functions defined as stated above are restricted to angle measures between 0 and 90-degrees. Later in trigonometry courses, the domains of the sine and cosine functions are expanded to included all real numbers with some exceptions with respect to the tangent, cotangent, secant, and cosecant functions. Angle measures for trig functions are usually given in terms of degrees or radians.

I have an MA in mathematics and I have taught mathematics, including trigonometry, for over 46 years. I realize that many mathematics students struggle with some concepts of trigonometry. I understand the difficulties that they encounter and I am patient with my students as we work through their difficulties.

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Patient and understanding math tutor - 46 years of teaching experience