I earned my Bachelor of Arts in Mathematics and a single-subject teaching credential in Mathematics from California State University, Sacramento. I scored in the 99th percentile in Mathematics on the PSAT and SAT, and earned perfect scores on the Quantitative and Analytical sections of the GRE. I was named Teacher of the Year in 2000.
I taught middle school mathematics for 7 years and high school mathematics for 6 years. I have tutored mathematics privately for over 40 years, working with...
I earned my Bachelor of Arts in Mathematics and a single-subject teaching credential in Mathematics from California State University, Sacramento. I scored in the 99th percentile in Mathematics on the PSAT and SAT, and earned perfect scores on the Quantitative and Analytical sections of the GRE. I was named Teacher of the Year in 2000.
I taught middle school mathematics for 7 years and high school mathematics for 6 years. I have tutored mathematics privately for over 40 years, working with students of various ages, from fifth grade through college, and of varying levels. I have also worked as a test prep instructor for Kaplan, working with students one-on-one and in group settings. I have worked more recently as a mathematics instructor for Mathnasium, where I worked one-on-one with students to improve their understanding of mathematics. One of the benefits of working one-on-one with students is that I can more quickly see when an approach isn't working, and provide a different explanation of the concept, which might include a visual model or an alternate method to a standard computational algorithm. I am comfortable tutoring all levels of mathematics through Calculus.
Besides my teaching and tutoring, I have worked for the past 22 years in Mathematics Assessment, which involves creating and editing high-stakes mathematics assessment questions and building high-stakes mathematics tests. Working in assessment has helped me learn how incorrect answer options are developed in multiple-choice test questions. Working in assessment and tutoring students has also helped me stay knowledgeable about the common misconceptions students have about certain mathematical procedures. For example, students frequently add numerators and add denominators when adding fractions, or cancel like terms in a rational expression rather than canceling like factors. Being able to identify these misconceptions helps me more effectively and accurately determine a student's level of understanding and remedy these misconceptions.
