$40/hour

4.8
average from
97
ratings

“**Excellent Calculus Teacher**”

I have a Ph.D. from the University of Minnesota with a major in statistics and a minor in mathematics.

I am more interested in helping students who want to understand than those who want to compete for test scores and grades.

I have taught mathematics and statistics at nine universities in four states, ranging from M.I.T. (as

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Our son wanted a tutor who can explain concepts of Calculus. He tried several tutors before finding Michael. Michael gave the same exact feedback after the first lesson - that our son wants to understand the concepts and that he is not targeting to just get through the AP test. That sums up his experience in understanding his students and their needs. Unbeknownst to us, Michael has excellent credentials (PhD) to be able to teach many mathematics subjects, with his teaching experience at various colleges. Michael is an excellent Calculus teacher. Our son had several sessions with him this Spring. Michael has a deep understanding of the subject. He teaches the ‘why’ aspect along with the ‘how’. He helped our son understand complicated mathematical proofs. We highly recommend Michael as a tutor."

Michael worked well with my son and was very patient. They even worked ahead so he will be prepared for when the teacher covers the lesson plan in class. My son felt confident in the subject.

Michael is very Knowledgeable at the graduate statistics level. Highly recommended for high school and college students of all levels.

Thank you so much Michael for your timely help. My son was struggling in Calculus III course and was losing interest in this subject. You helped him regain his confidence and he was able to improve his score by 12 points within 2 months. Thank you so much for filling his gaps in the fundamentals and making him think through the problem.

I highly recommend Michael for all Calculus level courses. Thanks again.

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I have a Ph.D. in statistics and I have passed two actuarial exams. I have tutored perhaps a few dozen students in probability and statistics courses and a few of those have been in actuarial mathematics courses.

In the course of earning a Ph.D. in statistics I took a variety of graduate-level applied statistics courses that covered techniques used in biostatistics among other things. Since then I have done some work in collaboration with a medical doctor on statistics relevant to data arising in genetics. The biostatistics courses for which students most often seek tutoring cover material I have taught at several universities.

I have taught first-year calculus at several universities including the University of Minnesota and institutions in several other states. Unlike most who have done that, I have tutored hundreds of students in first- and second-year calculus.

About half of a course I once taught titled "advanced calculus for engineers" treated differential equations. My other work with students on differential equations is in tutoring in second-year calculus courses and teaching discussion sections in such courses.

I have taught a discrete mathematics course requiring first-semester calculus as a prerequisite and that was required as a prerequisite for computer science. I have taken an interest in combinatorics that includes some years of regular attendance at combinatorics seminars and have published one paper in a combinatorics journal.

I have taught finite math courses including material on Markov chains, the simplex algorithm in linear programming, dual problems in linear programming, some basic probability, and other topics.

I have tutored perhaps a few dozen students in linear algebra, most of them at a fairly introductory level (matrices, linear transformations, linear independence, rank, nullity, Gaussian elimination, determinants, eigenvalues and eigenvectors, applications to systems of linear differential equations, etc.). A number of courses I took while a graduate student relied heavily on linear algebra, including multivariate statistics including a lot of material on Wishart distributions, linear statistical models, statistical uses of singular value decompositions, etc.) While a lecturer in applied mathematics at MIT I taught a course on applications of linear algebra to statistics.

I have a Ph.D. with a minor in mathematics and a major in statistics, having switched degree programs from mathematics to statistics. While a graduate student in mathematics, I took a number of mathematical logic courses. I have taught far more elementary things in logic in a discrete mathematics course I taught, and with some of the hundreds of students I have tutored I have done tutoring in elementary logic.

My instruction of students in physics has occurred in two settings: (1) dealing with applications of mathematics to physics while teaching mathematics or doing one-to-one tutoring of students in mathematics; and (2) tutoring some students in physics courses. The first of these has ranged from explaining high-school-level physics problems to explaining how principles of physics lead to differential equations whose solutions are Bessel functions (that last in an advanced calculus course for graduate students in engineering).

I have a Ph.D. with a major in statistics and a minor in mathematics and I have taught probability and statistics at several institutions and done one-to-one tutoring with many students in those subjects.

I have a Ph.D. in statistics and have taught various statistics courses in adjunct or otherwise temporary positions.

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All levels of undergraduate mathematics and statistics