I'm an aerospace engineering student at the University of Cincinnati, enrolled in an accelerated bachelor's/master's program with co-op experience in precision manufacturing. Math and physics aren't subjects I studied once and forgot - they're what I use, and what I'm still actively working through at an advanced level.
I tutor math from pre-algebra through calculus and differential equations, plus algebra-based and calculus-based physics.
Here's what I've noticed after years of...
I'm an aerospace engineering student at the University of Cincinnati, enrolled in an accelerated bachelor's/master's program with co-op experience in precision manufacturing. Math and physics aren't subjects I studied once and forgot - they're what I use, and what I'm still actively working through at an advanced level.
I tutor math from pre-algebra through calculus and differential equations, plus algebra-based and calculus-based physics.
Here's what I've noticed after years of watching classmates struggle: almost nobody is actually bad at math. What happens is that somewhere along the way, a teacher handed them a formula before they understood the picture behind it. From that point on, every new topic gets stacked on a foundation nobody checked. So the student concludes they're just not a math person, when really they're missing one specific thing from three chapters ago.
My approach is to find that thing.
I teach conceptually and visually first. Before we touch a formula, I want you to be able to tell me what's physically happening - what's changing, what's staying the same, what the answer should roughly look like before we calculate it. Once that picture is in place, the algebra stops feeling arbitrary and starts feeling like bookkeeping.
I also don't skip steps. When I work a problem, every line is shown: the setup, the substitution, why a term drops out, where the constant went. Most textbook solutions leave out the exact step where students get lost. I've been the student staring at a solution manual wondering how it jumped from line two to line three, and I refuse to do that to someone else.
Practically, sessions look like this: you bring me the homework, the practice test, or the topic that isn't clicking. We work problems together, and I ask you to explain your reasoning back to me - because being able to explain it is the actual test of whether you understand it.
No judgment about what you don't know yet. Questions are always welcome, and there's no such thing as one that's too ba
