$25/hour

4.7
average from
75
ratings

“**Calculus lesson was very helpful**”

I've tutored and taught mathematics and physics in a lot of different contexts. Right now, I'm working as a mathematics teaching assistant at the University of Buffalo, but I've also worked as a lecturer for a five-week course in pre-calculus, as a tutor for an academic opportunity program at my college, and as an intern to become a high school

*Customers are encouraged to discuss the rate with me if they feel unable to pay this amount.*

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Mark was very helpful and took the time to figure out the pain points before just diving in. He wanted to spend time figuring out what I needed, to make the most of our time. I feel that this is really going to help improve my grades and confidence with Calculus.

Mark is very intelligent. He is mild mannered which, I think, helps the kids feel confident about expressing their concerns or problems in dealing with the work in front of them. He is also responsible with keeping in contact with you.

We met with Mark last night and he was GREAT!!! He is very smart and in one hour he helped my daughter understand trigonometry more than her teacher has this entire school year. She walked away feeling better about this class and can apply what Mark has taught her so far with her homework and quizzes/test. I would recommend Mark to everyone. My daughter will be in contact with him again for more tutoring sessions. He was fantastic!! Thanks Mark!!!!

Math:

ACT Math,
Elementary Education:

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I took the ACT in high school, and I'm aware of its challenges. Since taking the test, I've learned considerably more mathematics, and have needed to use the skills and concepts that the ACT tests in order to be successful. Not only that, but I've also tutored many mathematics students, many of whom were struggling not so much with higher college-level mathematics, but rather with the sort of math skills and concepts that are tested on the ACT.

The calculus and physics students that I've tutored have more commonly experienced difficulty with setting up algebraic expressions than actually using high-level concepts. As such, I have quite a bit of experience, from tutoring and teaching, with helping students improve their algebra skills when solving mathematical problems.

I've tutored calculus and physics students for three years. Throughout that time, I've observed a general trend among the concepts that students experience greatest difficulty with. For most students, the methods and concepts of calculus and physics themselves are not an issue, but rather, the mathematics involved in doing problems, namely algebra and geometry, are. As such, throughout my time as a tutor and a teacher, I've had to do a lot of work on my students' algebra skills before moving on to higher-level concepts.

I was a mathematics and physics double major in college. I took the AP Calculus AB and BC exams in my senior year of high school, I took two calculus courses in college, and I used calculus countless times in my physics courses. In addition, I have tutored many people in calculus over three years, and I have teaching experience in pre-calculus.

I was a mathematics major in college. Although I myself never took a discrete mathematics course, I was able to successfully tutor a student in a 200-level proof-intensive course in discrete mathematics. I currently have the notes from the course if I ever need to refresh my memory.

Most high school geometry classes focus mainly on using mathematical reasoning and logic in order to determine the answers, rather than simple memorization. As a mathematics major, I've honed these skills, and the communication of these concepts, throughout my entire time in college. Not only that, but geometry is also a very important part of calculus, which I have tutored many students in over three years.

I was a mathematics major in college. I took a 300-level course in linear algebra. This course covered vector spaces, linear transformations, inner products, dual spaces, eigenvalues, and eigenvectors. The course was proof-intensive; for each theorem, we were presented with a proof which we needed to be able to reproduce on the tests.

I was a mathematics major in college. My first proof-intensive mathematics course was an introduction to logic through set theory. The course was designed to give students the ability to formulate and communicate mathematical arguments. Since that course, I took eight other proof-intensive college mathematics courses, and I wrote an undergraduate thesis on mathematics.

I was a double major in physics and mathematics in college. I've tutored countless students at all levels over three years. I also have some teaching experience in mathematics.

I was a physics major in college. I took the AP Physics C exams in my senior year of high school, and I've tutored countless physics students at all levels for three years.

I was a mathematics and physics major in college. In both of those majors, I've had extensive experience with using the logic and reasoning behind setting up algebraic equations. Pre-algebra skills are also a significant are of concern for many students of higher-level mathematics that I've tutored. As such, as a calculus and physics tutor, I've routinely helped people develop pre-algebra skills.

I was a mathematics major in college. I tutored students at all levels in mathematics for three years, and I also have some teaching experience in mathematics. In addition, I took the AP Calculus AB and BC exams in my senior year of high school.

I was a mathematics major in college. I've tutored students at all levels in mathematics for three years. I also have some teaching experience in mathematics.

I've tutored people in calculus for three years. In that time, it's been much more common for students to struggle with tangential mathematical concepts, rather than calculus itself. Trigonometry, in particular, is a subject that I've helped calculus students with countless times. I also taught a class in pre-calculus that had significant overlap with trigonometry.

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Experienced and Patient Tutor in Mathematics and Physics