Proofs are usually the first place Geometry students hit a wall — suddenly math requires logical argumentation, not just computation. Austin's mathematics training built exactly that kind of structured reasoning, and he walks students through how to construct an argument from given information to a conclusion, step by step. He also digs into the spatial intuition behind area, similarity, and circle theorems so students aren't just memorizing postulates.

Proofs are usually the first place geometry students get stuck, because suddenly math requires constructing logical arguments instead of just computing answers. Joel's experience as adjunct faculty at VCU means he's comfortable breaking down two-column and paragraph proofs step by step, connecting each theorem back to a visual intuition that makes the logic click.

Three years as a Cell Biology and Genetics preceptor at VCU taught Anurag how to break down visual, diagram-heavy material — a skill that maps directly onto geometry, where students need to extract angle relationships and triangle properties from increasingly complex figures. He approaches proofs as mini scientific arguments, teaching students to chain together postulates and theorems the same way they'd build a logical case in a lab report.

Philosophy trains you to build airtight arguments from premises to conclusions — which is exactly what a two-column proof demands. Kyle's MA in philosophy means he approaches geometric reasoning as a logic exercise, teaching students to identify which postulates and theorems justify each step in proofs involving congruence, angle relationships, and parallel lines. Rated 4.7 by students.

Cognitive science trains you to think about how people actually process visual and spatial information — which is exactly what Megan draws on when teaching geometry concepts like transformations, symmetry, and properties of circles. She adapts her explanations to match how each student thinks, sometimes sketching unconventional diagrams or reframing a proof as a story with a beginning, middle, and end. Rated 5.0 by students.

Proofs are where most geometry students stall — the jump from calculating angles to constructing logical arguments feels like a different subject entirely. Michael breaks each proof into a chain of small, justifiable steps, drawing on the same structured reasoning his engineering training demanded for every design problem.

Andrea's literature background — where every essay is a structured argument built from evidence — translates surprisingly well to geometric proofs, which demand the same step-by-step logical reasoning with theorems standing in for textual evidence. She teaches students to approach two-column proofs and angle relationship problems the way they'd outline a persuasive essay: identify what you know, state what you need to show, and connect the dots. Rated 4.7 by students.

International Studies might seem far from geometry, but Jessica's economics minor means she's comfortable with the kind of precise, step-by-step reasoning that geometric proofs and problem-solving demand. She tackles the subject from a practical angle — helping students see how properties of circles, quadrilaterals, and geometric transformations connect rather than treating each chapter as isolated rules to memorize.

I am an interdisciplinary educator with an Ed.M. from the Harvard Graduate School of Education and a B.A. from Dartmouth College. My background is primarily in integrated arts learning and museum education and I specialize in visual arts, history and art history, and object-based learning. In all subjects, I take a creative, inquiry-based and learner-centered approach, designing opportunities for each unique individual to meet their learning goals.

I'm not tutoring or buried in my textbooks, you will either find me rock climbing at the Triangle Rock Club, playing Ultimate Frisbee, working on my car, or enjoying the great outdoors (beaches, mountains, forests--you name it, I love it). On rainy weekends I enjoy tinkering with computers and old electronics, playing Pokemon, or picking at my guitar.

I am a recent graduate from a masters program in biostatistics at Columbia University. I received my Bachelor of Arts in biological sciences, with a focus in neurobiology at Northwestern University. In August, I will be starting a doctoral program in biostatistics at NYU. I was a teaching assistant at Columbia University in my department and also have tutored graduate students and undergraduates privately as well. My primary areas of tutoring are math and statistics coursework in addition to math sections on standardized tests such as the GRE and GMAT. I am very passionate about helping students feel more confident and excited about math. In my spare time, I enjoy running, playing piano, and spending time with friends and family.

I am a graduate of Wesleyan University, where I received my Bachelor of Arts in Sociology with High Honors. With eight years of experience working in education, I've tutored students in math, science, history, and English, as well as helped students prepare for standardized tests. I've guided adults towards passing the US Citizenship Exam and taught English in India, where I lived for six months. Whenever I work with a student I personalize the lessons to fit their particular learning style, since I know every student is unique and having the right fit can make all the difference in making learning fun and effective. My strengths are tutoring the social sciences and humanities, as well as making math and standardized tests approachable to students that normally don't like those subjects. In my spare time I like traveling, spending time in the outdoors (climbing & backpacking), meditation, and playing soccer. Next fall I will be beginning my PhD in Education at Harvard University.