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Private InHome and Online Statistics Tutoring in Middleton, WI
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
"The student and I worked on trigonometric identities and systems of equations. He has a very willing attitude to learn, is a respectful person, and I can tell he genuinely wants to do better in this class. I tried to include small strategies regarding trig so that he could memorize, or derive the correct equations he will need for his test or the final. The student is a bright kid and I look forward to our next tutoring session!"
"For this session we worked on building the student's math facts, and reviewing content for his end of the year math assessments. This including finding volume, area, making equivalent fractions, order of operations, working with variables, interpreting graphs, etc. The student struggled the most with dividing and multiplying, as a problem like 32 divided by 8 was hard for him. The student had a good attitude. For order of operations we went over the strategy of PEMDAS, and we reviewed the steps for making equivalent fractions and common factors. For practicing math facts I left him a website to drill math facts in multiplying, dividing, adding, and subtracting. The student also talked about some problems he came across from tests and review that he struggled with, and I helped him to understand how to solve them. I think it was a good session."
"In today's session with the student, we reviewed and recompleted a math assessment that she had taken at school. I noticed that the majority of the problems she missed were either word problems. I encouraged her to draw visuals to help her solve the problems. Division can be an abstract concept, but with the help of a visual to illustrate the processes taking place, it is a lot less daunting."
"At our first session, the student and I looked over a recent exam she took which she failed. Her knowledge of the concepts seems to be easily shaken by the format of the exams and the pressure of test taking. To address this issue, we looked over the problems she got wrong which mostly involved sec, csc of a an angle theta and inverse trig functions of an output for which the missing angle must be found.
These problems require a steady hand and complete confidence in trig concepts. She would sometimes get tripped up by the multiple steps required to find the correct answer. The foundation was shaky so we looked to create a new strong one.
Using visual cutouts of angles on a unit circle, we began to enforce the idea that angles on a unit circle also signify points. These points represent rays from the center theta degrees away from the positive x axis. Transposing a right triangle on to these points we began to create a picture relating opposite, adjacent, hypotenuse to sine, cosine and tangent. Basically, on a unit circle the x and y coordinates are the cosine and sine respectively.
Using this visual geometric tool, she can interact more directly with the concepts and shift them around to her liking. My hope is that these tools will allow her to master the concepts and be able to bend them to her will. Math is a matter of clear and absolute logical steps. She must become comfortable with these concepts to be able to use them at will. For next time, I will watch closely to see how her thinking process has developed and help her improve good habits for problem solving including, clear pictures, step by step solving and less mental math, more visual confirmation. I believe these skills will cement her confidence and improve her ability to use what she knows."
These problems require a steady hand and complete confidence in trig concepts. She would sometimes get tripped up by the multiple steps required to find the correct answer. The foundation was shaky so we looked to create a new strong one.
Using visual cutouts of angles on a unit circle, we began to enforce the idea that angles on a unit circle also signify points. These points represent rays from the center theta degrees away from the positive x axis. Transposing a right triangle on to these points we began to create a picture relating opposite, adjacent, hypotenuse to sine, cosine and tangent. Basically, on a unit circle the x and y coordinates are the cosine and sine respectively.
Using this visual geometric tool, she can interact more directly with the concepts and shift them around to her liking. My hope is that these tools will allow her to master the concepts and be able to bend them to her will. Math is a matter of clear and absolute logical steps. She must become comfortable with these concepts to be able to use them at will. For next time, I will watch closely to see how her thinking process has developed and help her improve good habits for problem solving including, clear pictures, step by step solving and less mental math, more visual confirmation. I believe these skills will cement her confidence and improve her ability to use what she knows."
"We started working on several worksheets that have some of both multiple choice and freeresponse questions, as well as both calculator and no calculator problems. We reviewed the Fundamental Theorem of Calculus, divergence/convergence tests for series, Taylor and Maclaurin series/polynomials, related rates, properties of a function and its derivatives, integrating functions and approximating their values, and particle motion. The student is doing well taking antiderivatives of functions, as well as using various methods to approximate the values of definite integrals. The student has several worksheets with general multiple choice and freeresponse problems to practice, as well as a worksheet just for practice finding the Lagrange Error bounds for Taylor and Maclaurin polynomials."
"Yesterday, the student and I had our first session to work on AP Calculus AB material, in preparation for her exam on. The student seems to have a good foundation in terms of knowing how to take derivative and integrals, and rules and theorems that are associated with them. We practiced freeresponse first, and she was able to do two practically on her own, and one with a little explanation. I introduced her to the concept of integrating by parts using a table when multiple steps of integration by parts are needed. We discussed what to choose for u and dv, and I feel she gained a deeper understanding of integrals afterwards."
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