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Berry College (Math and Physics)
University of Tennessee at Chattanooga (Master's)
I have taught classes in mathematics and tutored at the college level as well as multiple grades and subjects at the high school level, including Algebra I and II, Geometry, Prealgebra, Precalculus, Calculus, and Physics.
I have experience in not only mathematics, but many other fields I have picked up in my education, including a wide range of sciences (physics, astronomy, chemistry), and a broad liberal arts knowledge with success in writing, public speaking, philosophy, and logic. My unique education background forced me to learn how to explain concepts by speaking and demonstrating in front of my peers and working one on one with professors. I find that my broad education helps me to better communicate with students and therefore help the students learn more effectively.
I strongly believe that mathematics cannot be forced onto a student. Mathematics is learned by experience and practice. As a student, I learned via student-led presentations and know first-hand how frustrating it can be to not understand something. I also know how much worse a teacher can make it by simply repeating instead of focusing on the student. I believe that anyone can learn if they are given the right atmosphere. I have taught classes in mathematics and tutored at the college level as well as multiple grades and subjects at the high school level, including Algebra I and II, … Read more
After the hour with Jeremy my son thought he understood several concepts that had previously eluded him. We will be using Jeremy again.
Jeremy takes his time and is very patient. He has an insight with mathematics and uses techniques and strategies that are student friendly. We are very pleased with our son's progress!
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My experience in math covers material from the basics to well above the material needed for the ACT. Further, I have taken this as well as other standardized tests, such as the SAT, and have seen how these tests compare, giving me a good feel for the types of questions on the ACT. I have helped students study for this and other standardized tests in the past.
I have taken the ACT and have experience with the style of the test. I have also taken the SAT and can compare and contrast between the two as appropriate. I have a strong science background including a double major in both math and physics, and a minor in chemistry. I have also taken additional classes in biology and zoology, going beyond the necessary requirements for my degree. I have tutored for the standardized tests before, and find that reading comprehension is very important. As a result, I feel it is very helpful to also work on reading comprehension when studying ACT science.
I have taught classes at the college level covering Algebra 1 and 2 and beyond. I have constructed tests, structured classes, tutored college students, high school students, and middle school students in Algebra topics. While I have lectured in the past, I find it is not very effective, and prefer to help the student work through the material so they develop their own understanding of the topics, not just parrot what I say. Students naturally will learn at their own pace, and I am more than willing to take the time required to help that process along.
I have taught a classes at the college level covering Algebra 2, as well all immediate prerequisites before Algebra 2, and it is one of my personal favorite subjects to teach. I have constructed tests, structured classes, tutored college students, high school students, and middle school students in Algebra topics. While I have lectured in the past, I find it is not very effective, and prefer to help the student work through the material so they develop their own understanding of the topics, not just parrot what I show them. This method seems to gives students a better understanding of the subject.
I have taken AP Calculus at the high school level, and covered all aspects of Calculus in my own undergraduate studies. I have tutored college level algebra students both as a college student myself and as a graduate. Having seen where and how Calculus is useful, I feel I can help to explain Calculus in a clear way. I have found that many students do not learn Calculus effectively from lectures, and as a result prefer tutoring by allowing the students to discover topics at their own pace, rather than pushing them through the material.
I have taken a discrete structures class in undergrad. I have experience in discrete logic, discrete programming, proofs, and combinatorics within discrete mathematics. I have learned by lecture and independent study, and found that the best understanding of the material comes from simply practicing the material. As a result, tutoring for this subject requires doing many problems to develop an intuition for the material.
Although I have had years years of higher education, I still find joy in explaining topics in Elementary Math. Visuals and every-day explanations are, I believe, the core of Elementary Math, and believe it should be taught as a fun topic that becomes second nature. Students learn these things naturally, and as a result, I enjoy tutoring these topics in a way that relates them to the everyday uses we need them for.
Geometry is one of my most favorite topics, as I am myself a very visual learner. Even at advanced levels of mathematics I find myself thinking of visual examples of the topics at hand. I feel that geometry is, in fact, so in-tune with the way we already think about the world around us, that working with that intuition is the best way to teach the subject. Accordingly, geometry is best learned by allowing the student to discover at their own pace as I direct them towards the goal. I have taken a graduate level course in geometry geared towards the education of high school geometry students, as well as taught geometry to classes of non-science major college undergraduates.
I was a physics major in my undergraduate degree, and have taken experimental and theoretical classes. I have a strong background in Newtonian, relativistic, and modern physics. My experience is largely in performing calculations in order to prove theorems. My undergraduate degree was taught using the Moore Method of learning, meaning that I was expected to learn the material, understand it, and present my work in class in order to teach others the material. I feel this is one of the best ways to teach and tutor, as it requires the student to develop an intuitive understanding of the material.
Although I have had years of higher education, I still find joy in topics in Prealgebra. Visuals and every-day explanations are intuitive for Prealgebra and believe it should be taught as a fun topic that becomes second nature. Students can learn naturally, and as a result, I enjoy tutoring these topics in a way that relates them to the everyday uses we need them for. I have taught this subject to college students both in my own classroom as well as in a tutoring center setting.
Precalculus has the potential to be a drastic change in the way a student thinks about math and, as a result, should be taught by paying close attention to the student's progression through the material. It is very easy to get left behind if a subject is not understood properly. I have experience teaching this material at the college level, and believe that students should be allowed to think about the material long enough while I point them in the right direction. I find students learn better when they are allowed to discover the material under their own power rather than simply being told the answers.
I have taken the SAT three times, at different points along my educational career (once in middle school, twice in high school). I have also taken other standardized tests like the ACT and have seen how these tests compare and therefore have a good feel for the types of questions on the test. Further, I have helped students study for the SAT in the past. My experience in math covers material from the basics to well above the material needed for the SAT.
Trigonometry was one of the first subtopics of geometry that made intuitive sense to me while still building on mathematical facts. Trigonometry is so useful in everyday life that I find it is best to teach it from an real-life application standpoint. Accordingly, it is best learned by allowing the student to discover at their own pace as I direct them towards the goal. I have taught trigonometry in classes of my own to non-science major college undergraduates, as well as in a large college tutoring center setting.