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Private InHome and Online Statistics Tutoring in Bethesda, MD
Receive personally tailored Statistics lessons from exceptional tutors in a oneonone setting. We help you connect with inhome and online tutoring that offers flexible scheduling and your choice of locations.
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Recent Tutoring Session Reviews
"Considering the student had a upcoming test on Tuesday, over the topic of solving quadratic equations by factoring, we focused on practices for that for the whole session. The student did very good, with some reminders and occasional corrections of mistakes from me."
"The student got her test back from last week, and after the extra credit for corrections she got an A! They've moved on to exponential functions, so we spent some time practicing with the rules of exponents. There were some word problems too. Mostly on exponential growth and compound interest, which all use the same formula. She also had some problems on graphing exponential functions. After we spent all that time on graphing radical functions, she had no trouble graphing these. We had a little bit of time left, so I skipped ahead a little and explained the basics of logarithms. I went kind of fast, and she asked some really good questions. I also gave her a few practice problems to try combining/expanding logarithms. It's a tough subject to get right away, but I think she's got a good head start for when they learn it in school in the next few days."
"Today I had my first session with the student. She is a bright girl who can pick up concepts if and when she feels confident. However, it was clear that she has some gaps in managing her learning process while she's doing her homework. We talked through different strategies to help her when she's stuck on a problem (keeping a notebook page where she writes down the information she had to look up during the problem session, using the answers in the back of the book to test gut intuition, talking aloud when solving particularly vexing problems, working through the first set of problems while the teacher is still discussing the material in class, seeking help on problems where she gets stuck, etc.). It was clear that she felt significant relief to learn about how metacognitive strategies could help her manage her workload."
"Integrating: trig sub, trig integrals, partial fraction,
Trig identities
Polynomial fraction manipulation
Completing the square
Polynomial long division
Limits: algebraic manipulation, convergent/divergence"
Trig identities
Polynomial fraction manipulation
Completing the square
Polynomial long division
Limits: algebraic manipulation, convergent/divergence"
"We worked on volumes of revolution using both the washer and disk methods. We worked through several examples, and the student plans to continue the problem set on her own and later provide feedback to make sure she understood what we went over."
"In this evening's session, I assisted the student in working through section 5.4: basic properties of logarithms. The exercises primarily dealt with logarithms in the same base, be it the natural log, base ten, or another integer. I went through and explained each of the properties to him prior to him doing the practice problems, which seemed to help. He picked it up quickly and after doing one problem of each type with my assistance was able to correctly complete the other problems without much assistance. He said what we covered should really help him on his quiz tomorrow."
"Today, I supervised the student as she worked through a cumulative review of everything covered so far this semester; other than one or two minor arithmetic errors, she handled the assignment perfectly. We also talked some more about future classes, both high school and college."
"We worked with more sample variances but the student struggled distinguishing between problems involving the probability of an individual xvalue occurring from a population mean versus those involving sample means and standard errors instead of standard deviations. Once we cleared that hurdle, we spent time on margin of error and confidence intervals."
"Today, the student worked on the first three chapter of her statistics homework. In the first three chapters, we discussed nominal variables, ordinal variables, ratio variables, and interval variables. We also discussed pie charts, histographs, bar graphs, frequency distributions, percentages, ratios, fractions, rounding, and word problems. She has a test coming up during the next week and we will meet up again."
"The student worked through a twoway ANOVA problem and then covered concepts for oneway and twoway Chisquare analysis. Student says she understands the concepts much better now and will continue to practice on problems to prepare for her last test. We talked about how to organize the work and keep things labeled."
"The student and I met to prepare for his second midterm. We went over F tests, ANOVA tests, and t tests. He had a few questions regarding the ANOVA test and the different variables involved, namely the SSA, SSE, MSA, and MSE. We then went over the abstract issues, such as how to interpret the results and make decisions about the real life problems that were presented. He felt a lot more confident after our meeting and should do well on the test. He said that he might need help again before his final, so we will probably meet once more."
"I met with the student for the first time today. She did really well in her first trimester in the class, but found herself falling behind in the second trimester. Her class is now working on ttests and chisquared tests. She had a worksheet that she wanted to look over, so that is what we did. Most of the questions on the worksheet asked her to determine which test to use, and set up a hypothesis test. She understood how to create the hypothesis test, but didn't know how to find test statistics for the ttests and chisquared tests. We went over those formulas, as well as how to find expected values based on tables for the chisquared tests."
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