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.

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.

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.

Chemical engineering trained Cory to treat calculus as a decision-making tool — optimizing processes, modeling rates of change, interpreting what a function's behavior actually means in practical terms. That engineering instinct translates directly to business calculus, where every derivative and integral ties back to profit margins, cost curves, or demand elasticity. Rated 4.9 by students.

When I was in high school, I remember seeing the joy of my math teachers when they would teach in class. This inspired me to become a high school math teacher. The first step was becoming a peer tutor to my classmates. This lead to tutoring math to college students. Then tutoring students while working as a TA. Then I worked as a data scientist which not only did I understand more how to apply math in the workspace, but also learned how to explain math concepts to coworkers without a strong math background. This helped me to shape my tutoring philosophy to relate to the person being tutored and this opened the door to me teaching high school calculus 1 & calculus 2!

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.

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.

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.

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.

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.

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.

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.

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.

Chemical engineering trained Cory to treat calculus as a decision-making tool — optimizing processes, modeling rates of change, interpreting what a function's behavior actually means in practical terms. That engineering instinct translates directly to business calculus, where every derivative and integral ties back to profit margins, cost curves, or demand elasticity. Rated 4.9 by students.

When I was in high school, I remember seeing the joy of my math teachers when they would teach in class. This inspired me to become a high school math teacher. The first step was becoming a peer tutor to my classmates. This lead to tutoring math to college students. Then tutoring students while working as a TA. Then I worked as a data scientist which not only did I understand more how to apply math in the workspace, but also learned how to explain math concepts to coworkers without a strong math background. This helped me to shape my tutoring philosophy to relate to the person being tutored and this opened the door to me teaching high school calculus 1 & calculus 2!

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.

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.

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.

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.

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.