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Credentials:

I am a graduate with honors from Connecticut College with a double major in mathematics and philosophy. I have studied nearly every area of mathematics up to the undergraduate or graduate level. In

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Kyle is everything you could wish for in a tutor. He is warm and creative. He tailors his lessons to suit the learning style and character of his student. He is unfailingly on time and enthusiastic. He is great. Highest possible recommendation.

Update: Having completed another month with Kyle, I can only say that he is surpassing his own high standards.

His love of math is infectious, and his sensitivity to the needs of the student really remarkable. A real find!!!

Kyle helped me prepare for my Praxis II tests which covered Algebra, Geometry, Trig, Functions, Discrete Mathematics, Data Analysis and Statistics, Matrix Algebra, Probability, and some Calculus.

We worked together once per week for several months and as the test date approached met twice per week. Kyle arrived on time ready to work and was flexible in scheduling our sessions.

Even though Kyle was unfamiliar with the format of the test (which is specifically designed for those wishing to obtain certification as a high school math teacher), he knew a vast amount about each of topics and we were able to work through all of the skills and concepts to be assessed. Further, he understands how to attack a standardized test and maximize your potential to do well.

With so much information to master in such a short time, I sometimes felt overwhelmed. Kyle was patient with me and always encouraged me to stay focused and helped me to set goals. At the end of each session we had a plan for the next session which made me feel comfortable and focused.

I would recommend Kyle to others who are studying for a standardized exam or just need help in math.

Math:

ACT Math,
Science:

Philosophy
Music:

Composition (Music), Ear Training,
General Music,
Art:

Composition (Music)
Test Preparation:

ACT Math,
Elementary Education:

Elementary 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.

ACT math covers the areas of math that I enjoy most- creative, out-of-the-box problem solving. While it certainly draws from other areas I'm comfortable in (Algebra I and II, Geometry, and Logic), it feels like it's own fresh approach to thinking about math. I love sharing my passion for solving unique problems, and ACT math is the perfect subject to do it!

Algebra becomes second nature when you start doing upper-level mathematics. Every course I took used it in one place or another. The next levels of algebraic thinking- linear algebra and abstract algebra, were also mainstays in my studies. I believe that studying higher levels of the subjects gives you a real understanding of them that you cannot get from only studying the basics. I think it's sort of akin to a writer who gains command of grammar by doing higher level writing where she is not specifically focused on grammar--this makes her a great candidate to teach the basics.

Once Algebra 1 is understood, Algebra 2 is playing the game that you learned the rules for. I have tutored Algebra 2 privately for three years and I am completely comfortable with the material. I love riddles, and once you have the rules down from Algebra 1 it's all just a riddle.

I completed Discrete Math and Graph Theory (which uses discrete math) in college with an A in both courses. Various parts of discrete math were used in all the other math courses I took as well. I used elements of discrete math and graph theory to invent a new online authentication method. The company I worked for (RSA security) has filed for a patent and listed me as the primary inventor.

Elementary math provides the core concepts that will affect a student's problem solving skills for the rest of her life. It is so important to ensure that she starts off understanding the subject in a clear and efficient way, so she will be able to focus on the fun, conceptual parts of math instead of getting bogged down in monotony.

Students who have a teacher who can clearly articulate these concepts to them will have a much better time with math at this formative age, and it will greatly affect their love of the subject. I welcome the challenge of getting Elementary Math students to start to love the subject- nothing makes me happier than turning students into math lovers, and the clear and concise teaching of Elementary Math is step 1!

I have played guitar for over 14 years, was two courses shy of a third major in music while in college, and I am currently working in a recording studio. I have been around music my whole life and it continues to be a daily activity. I think my approach to teaching music differs from the norm in that it is more conceptual and ear-based. I can teach how to read music, analyze chords, etc., but I'd rather teach students how to listen to it and think about it.

I have been playing guitar for almost 14 years. I took 6 years of private lessons to start, and then expanded upon that on my own. I have played in many bands, done many solo performances, released two albums, and currently work in a recording studio where I am around guitars all day long!

I completed both linear algebra and advanced linear algebra in college. I also took a graduate-level course in group theory while I was abroad at the university of St. Andrews that frequently used linear algebra as well. Both during the courses and after they were completed, I worked in my college's math help center to assist other students in these subjects.

I was a double major in Mathematics and Philosophy--the two subjects that deal in logic the most. Courses I took in discrete mathematics, set theory, graph theory, modern philosophy, etc., used logic as a foundational element of the course, using logical symbols in proofs, argument reductions, etc. was a daily task.

I majored in Philosophy at Connecticut College and was awarded the Anita and Eugene TeHennepe Prize for enhancing Philosophical life on campus. I have studied many areas of both analytical and phenomenological philosophy, which specific interest in life and death, the self, aesthetics, and philosophy of law. Since my other major was mathematics, I also feel very comfortable with the principles of logic.

While majoring in math I covered probability in many of the courses I took, but it was most prominent in discrete mathematics. We calculated specific probabilities, created situations that would have certain probabilities, and did many formal proofs that used probability. I feel comfortable helping students work in any area of probability up to advanced college-level courses specifically focusing on probability- at that point you probably know more than me!

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