Having studied both economics and computer science at Caltech, Brian thinks about calculus the way business students need to — as a tool for modeling decisions, not as an exercise in proofs. He teaches derivatives through the lens of marginal analysis and optimization problems pulled from actual econ coursework, so concepts like cost minimization and revenue maximization click on the first pass.

Most business calculus students don't struggle with the mechanics of taking a derivative — they struggle with translating a word problem about profit margins or demand curves into the right setup. Alex's applied mathematics training at Stanford means he can bridge that gap, turning vague business scenarios into clean functions students know how to optimize. Rated 4.8 by students.

Three engineering degrees — including one in applied mathematics — mean Rahi has worked through calculus from every angle, pure and applied. For business calculus students, he zeroes in on translating derivative and integral mechanics into the language of profit maximization, cost analysis, and demand elasticity, bridging the gap between the math they're learning and the business decisions it models.

Where most business calculus students stumble isn't the differentiation itself — it's translating a word problem about profit margins or demand curves into the right function to differentiate. Jhonatan's biology and neuroscience training gave him years of practice applying calculus to real systems, from modeling population growth to analyzing rates of change in physiological data. That applied mindset, rated 5.0 by students, carries directly into breaking down optimization and marginal analysis problems.

I am a graduate of Cornell University's College of Arts and Sciences. I received my Bachelor of Arts in Chemistry with Distinction in 2015. Since graduation, I was a physics/chemistry teacher and soccer coach at a private school in Virginia for a year, where I led the soccer team to an undefeated season. Before teaching and coaching professionally, I was a Teaching Assistant for the Cornell Math and Physics Departments, where I taught many subjects including calculus, mechanics, electromagnetism. Throughout my time at Cornell and as a teacher, I tutored subjects ranging from the SAT to AP Physics and Algebra II, which is where my true talents lie: in small group or one-on-one settings where I can give students the full attention they deserve and tailor my approach specifically to their learning styles. This is why I am now pursuing tutoring as a part-time occupation at Varsity Tutors. I embrace teaching all math and science subjects, especially physics and calculus, at both the college and high school level and will go above and beyond to make sure all of my students succeed, according to their definition of success. In my spare time, I enjoy playing league soccer, basketball, tennis and guitar, and also like to travel and see as much of the world as I can.

An economics degree from Brown gives Bryan a natural advantage when teaching business calculus — he already thinks in terms of cost functions, demand curves, and optimization because those were core to his own coursework. He breaks down derivatives and integrals by anchoring each one to the economic model it serves, so a profit-maximization problem reads like a business question first and a math problem second. Rated 5.0 by students.

Most business calculus students aren't struggling with the mechanics of taking a derivative — they're struggling to connect that derivative to what's actually happening with cost, revenue, or demand. David's background spanning computer science, history, and graduate work at Columbia and Chicago trained him to translate between abstract frameworks and applied contexts, which is exactly the skill business calc requires. Rated 4.9 by students.

I love helping students in topics related to math, to finance (public and private equity) and to engineering. I believe that if I can't explain concept, then I don't understand it. By that same token, if a student can't explain a concept back to me, then they don't understand it even if they say they do. I believe in getting to know all students, as their background is intricately connected with how they learn.

Drisana's applied mathematics degree means she treats every derivative and integral as a tool with a specific job — and in business calculus, that job is usually answering questions about cost, revenue, or profit at the margin. She breaks down optimization problems and exponential growth models by starting with what the business scenario is actually asking, then building the calculus around it. Rated 5.0 by students.

As a data analyst with a finance master's degree, Alexandra lives in the applied math that business calculus actually tests — she uses derivatives and optimization models daily to analyze costs, revenue trends, and financial projections. That real-world fluency means she can unpack a profit-maximization problem or an exponential growth function by tying the calculus directly to the business logic behind it, not just the mechanics of solving it.

Pryce studied both economics and math at the University of Pennsylvania, which means he's spent years working with the exact functions business calculus revolves around — cost curves, demand equations, optimization models. When a problem asks what happens to profit at the margin or how to minimize average cost, he can walk through both the calculus mechanics and the economic reasoning behind the answer. Rated 5.0 by students.

Most business calculus students don't struggle with the mechanics of differentiation — they struggle with translating a word problem about profit margins or demand curves into the right equation to solve. Professor Florence's applied math degree from UCLA and PhD-level engineering work mean she's spent years moving between abstract formulas and real-world modeling, which is exactly the skill business calc demands. She teaches students to read an optimization problem the way a business analyst would, then execute the calculus cleanly.