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Our calculus tutors go through an intensive application process, including a background check, to prove they are highly qualified.

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Calculus Tutoring in New York City, NY

Customized private in-home and online tutoring

Experience Calculus tutoring by highly credentialed tutors in New York City, NY. Top tutors will help you learn Calculus through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Calculus Tutors in New York City, NY

Outstanding Calculus tutors are available and excited to help you. They have attended renowned programs like MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other highly ranked institutions.

A photo of Melvin who is a New York City  Calculus tutor

Melvin

Undergraduate Degree:
Columbia University - Visual Arts And Pre Medical Studies

A photo of Thomas who is a New York City  Calculus tutor

Thomas

Undergraduate Degree:
Fordham University - Engineering Physics

Graduate Degree:
Polytechnic University Of Nyu - Electrical Engineering

A photo of Kunalajit who is a New York City  Calculus tutor

Kunalajit

Undergraduate Degree:
Baruch College - Actuarial Science

How your tutor helps you master: Calculus

CHOOSING INSTRUCTIONAL CALCULUS GOALS

Our educational director will pinpoint learning styles, map out goals and plans to target specific areas for improvement.

EVALUATING STRENGTHS & WEAKNESSES

Your tutor will quickly assess your proficiency with the material, and identify areas for improvement.

PERSONALLY DESIGNED LESSONS

Personalized instruction will teach you how to address your weaknesses, polish your strengths, and succeed.

Recent Tutoring Session Reviews

Since the student has a test on Monday, we did a practice test that his professor gave him. It covered some basic integration, max/min problem, and points of inflection. We then did 5 examples out of the book that covered various types of optimization. Before I left, I recommended he do a few more integration problems from his notes and a 'sketch the graph' problem.

We did more questions from the student's AP Calculus summer packet. We are putting the finishing touches on "Derive the Divide" and "Sine that Cosine" raps. We also went over the integral homework that I assigned her.

The student and I went over limits and continuity again in more detail, and went through a bunch of different practice problems to give him a better feel of the subjects. I had him do some of the problems on his own to test his own ability. We touched again on the intro to derivatives and the power rule, with just simple problems so far. He is learning the subject matter very quickly.

We reviewed limits and continuity. We focused on different techniques for evaluating limits, including analytical, numerical, and graphical, and how to make sure that each approach provided the same answer. We also discussed the basic criteria that have to be met in order for a function to be continuous at a certain point or over an interval.

We covered implicit differentiation, derivatives of logarithms, product rule, and chain rule. We also reviewed kinematics in 1-dimension (i.e. the 3 kinematic equations, vectors vs scalars, acceleration vs velocity vs position graphs).

He had run into problems working with some specific limits, in particular those involving trigonometric functions and rational functions. We talked a little bit about continuity and then called it a night.

We worked through several practice word problems where quadratic and cubic functions were used to determine points of revenue and profit maximization. The student was performing well in these types of problems, but we may need to continue drilling the problem solving strategies so that he can apply them to other types of word problems. Next I gave an introduction to limits. He picked up this topic quickly, although he has not yet seen any practice problems related to limits at the endpoints of a restricted domain.

Today we went over limits to infinity, asymptotes, and also a bit of derivatives. I felt that the student had a bit of difficulty grasping the definition of a derivative in the beginning and was only able to define it as a "new function". However, as I explained it to him as a slope that's constantly changing and the derivative is just a function to describe the slope of the curve at different points, it helped him clear up the concept. Some of the homework problems also involved a bit of physics, and I had to teach him a bit on displacement, velocity, and acceleration.

Topics covered by student was conceptual understanding of limits, rate of change, and continuity. Progress achieved by student is she can now correct false statements of limits and better understands how continuity and limits relate in a conceptual context.

During this session we solved many problems involving first and second derivatives. The student has a very strong background in calculus, however, by wanting to solve the problems as fast as he can, he often forgets to check signs and/or omits constants. I insisted that he solve the problem one step at a time, by writing out the functions separately, taking their derivatives, and then using the required rule (chain rule, product rule...) to determine the derivative. After working through at least 15 different examples, he became much more confident, and stopped making the same mistakes.

The student and I met today at the library. We worked on derivatives: the formal definition, special situations involving quotient simplifications and derivatives related to radical functions, the product rule, the quotient rule, the chain rule, and equations of tangent lines. She is doing very well thus far. She has a solid understanding of the concepts we have covered.

The student and I worked on a review for a test that covers domains of functions, graphing parabolic functions, difference quotient, present/future value, as well as problems involving Newton's law of cooling, and carbon 14 dating.

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