$40/hour

5.0
average from
8
ratings

“**Knowledgeable and patient tutor**”

Hello math enthusiasts! My name is Matt, and you're probably reading this mini-biography because you need some kind of help with mathematics. If this is the case, then you've certainly arrived at the right place! With twelve years of tutoring experience, eight years of teaching experience, and a LIFETIME of devotion to mathematics, I invite you to

In-person lessons

He is tutoring my HS son in Calculus 3 as my son's HS no longer has math classes for him. Very helpful in the subject, but he knows a lot more higher level stuff as well. Matthew is flexible with his schedule. He is patient. He is a good teacher. I would definitely recommend!!

Helped me understand better than anyone at URI. Patient teacher who knows his stuff. I recommend Matthew to anyone looking to better understand any material. Word.

Matt has tutored me for Linear Algebra and is currently tutoring me in Statistics. He is always prepared and willing to help me and is very generous with his time. He will make sure I understand anything I am confused on and is very patient when doing so! He knows what it's like to be learning things for the first time and can understand why things are difficult to grasp at first, and uses his experience in the field to try to explain it in new ways.

Very Excellent tutor, he explained everything thoroughly. He was flexible with the time and place. I Highly recommend him as a statistics tutor. I can now take the exam confidentially. Thank you Mathew you were so great.

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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.

I placed into AP Calculus as a senior at Barrington High School (BHS), passed with the grade of an A all four quarters, and subsequently passed the AP exam with the score of a 5. I tutored high school students in AP Calculus during this time as well. As an undergraduate at Lyndon State College (LSC), I enrolled in and aced the following calculus-based courses: calculus II, calculus III, differential equations, topics in differential equations, real analysis, complex analysis, physical meteorology, statistics, linear algebra, physics I, physics II, and physics III. I also took atmospheric thermodynamics and passed with the grade of a B+. I tutored these classes during my three years of undergraduate school at LSC which prepared me for my graduate career at The University of Rhode Island (URI). Here, I taught calculus I four times, calculus II six times, calculus III once, differential equations once, and assisted in the instruction of partial differential equations once. Nearly every graduate level course taken at URI required knowledge of calculus, especially the following: mathematical analysis I, mathematical analysis II, probability & stochastic processes, measure theory & integration, functional analysis, complex analysis, chaotic dynamical systems, topological dynamics, mathematical statistics, and partial differential equations. Graduate students at URI were also responsible for tutoring undergraduate students with any math course, and the majority of students who needed tutoring were enduring the second semester of calculus. I am now a professor of mathematics at Bryant University where I instructed calculus I twice and calculus II once. I've been directly involved in the curriculum development of calculus courses and the training of tutors in the tutoring center.

I aced ordinary differential equations and topics in differential equations at Lyndon State College (LSC) as an undergraduate in fall 2007 and spring 2008. I tutored ordinary differential equations and topics in differential equations at LSC for the two school years between 2007 to 2009. While pursuing my graduate degree at the University of Rhode Island (URI), I aced a graduate level course in partial differential equations in 2009 and tutored an undergraduate differential equations course in the summer of 2011. I evaluated student progress and proficiency for students taking undergraduate partial differential equation in spring 2014. Lastly, I instructed an undergraduate differential equations course in fall 2015 at URI for exactly one semester.

As a graduate student at The University of Rhode Island (URI), I aced courses in combinatorics, probability, abstract algebra, set theory, topology, logic, and finite projective geometry. I am currently involved in discrete mathematical research, specifically to establish meaningful relationships between discrete and continuous dynamical systems. I've been successful at this task for dynamical systems generated by a homogeneous map on the punctured plane. I'm working to extend this result to linear combinations of such maps. I must acknowledge that I am not by any means an expert in graph theory, information theory, and computer science theory, but I am very skilled at improvisation and capable of building my groundwork to tutor the aforementioned subjects.

I instructed finite mathematics for three semesters as a per course instructor to undergraduates at The University of Rhode Island (URI). Topics covered were set theory, symbolic logic, analysis of arguments, word problems, Venn diagrams, the Konigsberg bridge problem, counting rearrangements, combinations, permutations, classical probability, conditional probability, data sets, histograms, the normal distribution, and regression.

After acing all four quarters of advanced geometry w/ logic as a freshman at Barrington High School (BHS), I pursued an undergraduate degree at Lyndon State College (LSC) where I took a senior level geometry class and passed with the grade of an A+. This geometry class first focused on Euclidean geometry and then progressed into non-Euclidean geometries by changing the truth value of Eulid's fifth parallel postulate from true to false. The major non-Euclidean geometries studied were inversion, hyperbolic, elliptic, homothetic, loxodromic, and spherical. The class was entirely developed using complex numbers and covered an enormous amount of material. I studied graduate level mathematics at The University of Rhode Island (URI), and many courses included diversions into theorems of geometry. In algebra I for example, I used theorems of constructibility to prove that it's impossible to trisect a sixty degree angle and square a circle using only a compass and straight edge. In topology, I used stereographic projections of spheres to visualize how curves that extend indefinitely in the (x,y) plane intersect itself at the point of infinity. Finally, in my research on dynamical systems, I projected the surface of the torus onto the unit square to analyse the dynamics of a system generated by a map on the torus with continuous partial derivatives.

As an undergraduate at Lyndon State College (LSC), I passed linear algebra with the grade of an A+. I was deeply inspired by the subject and pursued an independent study in differential equations where I analysed systems of differential equations using techniques in linear algebra. My investigation included the classifications of critical points, orthogonal expansions, and stability analysis. I also tutored linear algebra as an undergraduate for the two full academic years between 2007 and 2009. As a graduate student at the University of Rhode Island (URI), I aced graduate courses in linear algebra, algebra I, algebra II, functional analysis and chaotic dynamical systems. The latter courses necessitated extensive knowledge and application of linear algebra. Lastly, I tutored undergraduate linear algebra as a graduate student from 2010 to 2015 to math and engineering majors at URI.

I placed into advanced geometry w/ logic and passed with an A as a high school student in Barrington High School (BHS). As an undergraduate at Lyndon State College (LSC), I earned highest marks in every course of pure mathematics such as sets logic & proof, abstract algebra, geometry w/ complex numbers and real analysis. These courses demanded the composition of rigorous arguments and required an in-depth understanding of symbolic logic. Knowledge of truth values, truth tables, negations, conjunctions, disjunctions, DeMorgan's Laws, implications, biconditionals, contrapositives, converses, tautologies, contradictions, and quantifiers was essential for success. As a graduate student of pure mathematics at The University of Rhode Island (URI), proofs of theorems were presented with symbolic logical in every class, and such notation was mandatory on hand written examinations, qualifying examinations, and submitted homework assignments. I also instructed finite mathematics at URI for three semesters, and one third of this course was dedicated to symbolic logic and set theory. Lastly, I was assigned the role of a teacher's assistant for the junior level undergraduate math course Mathematical Rigor & Proof under the supervision of then chair Dr. Nancy Eaton; responsibilities included preparing lessons and lectures, providing one-on-one assistance with students, and grading examinations.

At Lyndon State College (LSC) I aced statistics and subsequently tutored students taking statistics for one academic year from fall 2008 to spring 2009. As a graduate student at The University of Rhode Island (URI), I instructed finite mathematics to undergraduate students three times, and one third of this course pertained to classical and conditional probability. I aced probability and stochastic processes, a graduate level class at URI, which included the following topics: basic properties of probability measures, discrete and continuous random variables, distributions, random walks, generating functions, limit theorems, large deviations, Markov chains and Markov processes, branching processes, Poisson processes, martingales, and Brownian motion. The class also illustrated the general theory via many applications to mathematics, engineering, computer science, and mathematical finance. I applied my graduate studies of probability to tutoring undergraduates in summer 2014 at URI. As a professor at Bryant University, I've instructed statistics twice and honors statistics once. Both courses contained a section on probability, conditional and classical, as well as analyses of continuous and discrete random variables.

As a sophomore at Barrington High School (BHS), I aced all four quarters of AP statistics, took the AP exam, and scored a 5. As an undergraduate at Lyndon State College (LSC), I aced their calculus based statistics course and tutored the subject from fall 2007 to spring 2009. In graduate school at The University of Rhode Island (URI), I aced mathematical statistics which covered the following topics: discrete and continuous random variables, data synthesis, estimation theory, likelihood ratios, confidence intervals, hypothesis testing, sign tests, rank sum test, Mann-Whitney U test, Bayesian statistics, large sample methods, multiple regression analysis, chi-squared test of independence, ANOVA, and normalizing data. Lastly, as a professor of mathematics at Bryant University, I've instructed statistics twice and honors statistics once. These courses relied on Minitab and Excel to enhance the student's understanding of the material and to generate descriptive statistics for large sample data sets.

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Mathematics Professor to the Rescue! Specialization in Calculus