Recent Tutoring Session Reviews
"I worked with the student on both statistics and microeconomics for two hours on Monday. With micro, we reviewed a calculation of elasticities given a utility function and budget constraints, and also discussed calculation of quantity and price under monopoly/price discrimination. For statistics, we discussed calculating confidence intervals for sample proportions/means, hypothesis testing, using Z tables to calculate the aforementioned confidence intervals, and using the empirical rule (68-95-99.7% of values are within 1, 2, and 3 standard deviations, respectively) to construct an interval within which we could reasonably expect to find the values of a given population."
"The session focused on significance tests for proportions. I first introduced the student to statistical inference (or drawing a conclusion about a population from a random sample of that population) as the overarching theme of confidence intervals (CI) and significance tests. There is an important connection between CI's and significance tests that I thought would bring more clarity to the student as we start these two new chapters. 1- CI = significance level. I don't want him to think of each topic as completely separate from the next; they really are interrelated and this will help him on the final. We wrote out the sequential steps to conduct a significance test, drew a normal curve to emphasize the meaning of significance level as it relates to your sample, and went through two textbook practice problems. His learning style assessment showed he is a sensing and visual learner. He picks up on the lessons much better when we first discuss the topic and relate it to real world examples and then follow it up with a diagram or decision tree. He is getting more independent in his thought process, which reflects a greater understanding of the subject rather than memorization of the material."
"We worked on problems about determining expected values and the modes of different probability distributions."
"Today, we went over all of the student's old tests as preparation for his final. The bulk of the time was spent on the most recent exam, which covered logarithmic functions. For the other exams, we went through the problems that he got incorrect and we worked through them to correct his previous mistakes. HE seemed to know how to do most of the problems that he missed on the previous exams. It was a very productive session."
"The student and I worked on two and three digit addition and subtraction with and without regrouping. He struggled with adding and regrouping. We learned skip counting and I showed him how to use tally marks to add and subtract. He had plenty of extra practice workbooks."
"Today we did 3-digit by 1-digit division and multiplication. The student is very quick with the multiplication and getting very quick with division, too. She still seems to enjoy being timed while doing problems, and she also does well if I do the problem before her and write a wrong answer in and have her "check" it for me and write the correct answer. Overall she's still doing great."