I am a patient, practical tutor with a Master of Applied Data Science from the University of Michigan and a B.A. in Mathematics from Texas A&M University. I am also a certified Texas secondary math teacher. My strongest areas for tutoring are Python, statistics, algebra, calculus, data analysis, and study skills/executive functioning support. I especially enjoy helping students who feel overwhelmed, stuck, or convinced they are “not a math person” or “not a coding person.”
My teaching and...
I am a patient, practical tutor with a Master of Applied Data Science from the University of Michigan and a B.A. in Mathematics from Texas A&M University. I am also a certified Texas secondary math teacher. My strongest areas for tutoring are Python, statistics, algebra, calculus, data analysis, and study skills/executive functioning support. I especially enjoy helping students who feel overwhelmed, stuck, or convinced they are “not a math person” or “not a coding person.”
My teaching and tutoring experience includes classroom teaching, substitute teaching, one-on-one tutoring, and adult education. I have tutored calculus in the past, taught English to adults internationally, and worked with high school students, college students, and adult learners in different educational settings. My background combines math, programming, data science, and real-world teaching experience, which helps me explain technical subjects in a way that feels clear and manageable.
My tutoring style is calm, structured, and step-by-step. I try to identify exactly where a student is getting lost, then rebuild from that point using simple explanations, examples, guided practice, and practical strategies. For math and statistics, I focus on both understanding the concepts and learning how to solve problems independently.
For Python and data analysis, I help students learn by doing: reading code, fixing errors, working through assignments, and building confidence with real tools. I also care a lot about organization, confidence, and ADHD-friendly learning strategies, because many students do not just need more information—they need a better system for approaching the work.