...Studying the philosophy and history of math helped me gain insight into the types questions one needs to ask in order to invent/discover math. I like to help students develop mathematical intuition and the language used make justifications and explain key ideas, in addition to building confidenc... (read more)
...Currently, I teach precalculus at Community College of Vermont in Winooski. I currently teach statistics for Embry-Riddle University and the Community College of Vermont. I hold a Master's in Applied Math from Johns Hopkins with a concentration in mathematical statistics. (read more)
...As a graduate student at UPenn’s Chemistry Department, I won a Teaching and an Academic Awards and graduated, (top of the class) with a Ph.D (Physical Chemistry) I’d meet you exactly where you stand, then show, equip, train, and guide you along the surest (and shortest) path toward your goal Grad... (read more)
...This means that even students who do well in high school math classes, even students in AP Calculus and Statistics can sometimes do poorly on the SAT. The test plays dirty, and many students are puzzled by the types of questions the ACT asks. That's why I teach my students more than just the math skills they'll need to answer the questions. (read more)
...The extensive experience on the teaching side provided me with a clear understanding of the academic standards and the exact expectations of students' performance at the highest level. In my teaching, I seek to fully engage the students. My favorite method of doing so is constantly facing students with variations of the original problem, waiting for their ideas, and challenging them. (read more)