Award-Winning Geometry Tutors
serving Mobile, AL

The thing about geometry proofs that trips most students up isn't the logic — it's not knowing which theorem to reach for when a diagram has five different things going on at once. Rosalyn, a math major at Amherst with a 34 ACT, tackles that by teaching students to read a figure systematically, identifying parallel line relationships or congruent triangles before attempting a single step. Rated 5.0 by students.

As a former IB student, my love for knowledge runs deep. I majored in Biomedical Engineering at the University of Alabama at Birmingham, graduating in December 2015 with honors (BME honors and Science and Technology Honors program) and going on to earn a Master's degree in Management Information Systems from the same university in 2019. I am currently pursuing a Master of Engineering in Artificial Intelligence and Machine Learning from the University of Illinois at Chicago and hope to start a career in data science and analytics. I greatly enjoy helping others learn and tutored throughout high school and college; I love seeing the light flash on in a student's eyes when they finally understand something they had been struggling with or when they easily solve a problem. I have tutored both young children as well as high school and college students, in just about every subject. I particularly enjoy language tutoring; I am fluent in Arabic and French and I love literature and poetry. I also love to tutor math and science subjects. My tutoring style is very much student-first; I listen and observe to determine the best approach for each individual student and what methods or strategies will be most helpful for you specifically. I am not averse to making a fool of myself with song or dance if it will help! I enjoy what I do and I want the students I work with to enjoy learning as well.

Proofs are usually where geometry students start to struggle — the logic feels completely different from arithmetic. Emma approaches them as structured arguments, teaching students to identify given information, choose the right theorem, and build each step deliberately. Her engineering training at Georgia Tech reinforces that same logical rigor every day.

Proofs trip up most Geometry students because they require a completely different kind of thinking than arithmetic — you're building logical arguments, not just computing answers. Nina treats each proof like a puzzle, encouraging students to sketch, label, and talk through their reasoning before writing anything formal. Her background in writing and analytical thinking translates naturally to the structured logic Geometry requires.

Proofs are usually the first place geometry students feel lost, because suddenly math requires written logical arguments instead of just calculations. Darcey walks through each proof step as a chain of reasoning, teaching students to identify which theorem or postulate justifies every move from the given information to the conclusion.

Proofs trip up a lot of geometry students because they require a completely different kind of thinking — constructing logical arguments instead of just computing answers. Kirstie's liberal arts background actually strengthens her approach here, since she treats geometric proofs the way she'd treat building a persuasive essay: claim, evidence, reasoning. She also covers the computational side, from triangle congruence to circle theorems.

Cognitive science — Sugi's major at Rice — is fundamentally about how people build mental models, and geometry is one of the few math subjects where that matters enormously: students who can't visualize a rotation or mentally decompose a figure into simpler shapes will struggle no matter how many theorems they memorize. Sugi teaches the visualization first, then layers in the formal reasoning for congruence, similarity, and circle properties so that proofs feel like describing something you can already see. Rated 5.0 by students.

Economics at UChicago is surprisingly proof-heavy — Ellie's coursework in mathematical economics requires the same kind of structured, step-by-step logical reasoning that geometry proofs demand. She applies that training to help untangle the visual-to-logical leap students struggle with, particularly when translating a diagram involving circle theorems or polygon properties into a written argument. Her 1520 SAT speaks to the broader math fluency she brings to the table.

Proofs are usually the first place geometry students feel lost, because suddenly they're being asked to construct arguments instead of compute answers. Ben teaches proof-writing as a logical skill: identifying what's given, what's needed, and which theorems bridge the gap. His approach turns the frustration of "I don't know where to start" into a repeatable process.

Having taught Geometry at a charter high school, Wamweni knows exactly where students get stuck — whether it's writing two-column proofs, applying triangle congruence theorems, or visualizing transformations on the coordinate plane. She approaches each topic by connecting it to something concrete before moving into formal reasoning. Her 5.0 rating speaks to how well that method lands with students.

Most geometry struggles come down to proofs: students can identify that two triangles look congruent but can't articulate why in a logical chain. Sam's engineering and statistics background trained him in rigorous argumentation, and he applies that same structured thinking to walk through two-column and paragraph proofs until the reasoning clicks.

Proofs are where most geometry students freeze up — the leap from calculating angles to constructing logical arguments feels like a different subject entirely. Paula bridges that gap by connecting each theorem back to something visual and concrete, whether it's triangle congruence or parallel line relationships. Her psychology background gives her a sharp read on where a student's reasoning breaks down.

Proofs are usually where geometry goes from manageable to frustrating — suddenly students need to justify every step with logic instead of just calculating angles. Maggie approaches proof-writing as a skill closer to constructing an argument than solving an equation, a perspective sharpened by her dual background in science and the liberal arts. She also covers coordinate geometry, triangle congruence, and circle theorems with the same emphasis on reasoning over rote steps.

Proofs trip up most geometry students because they demand a completely different kind of thinking than computation does. Phillip approaches them as logical arguments: identifying what's given, what's needed, and which theorems bridge the gap. His engineering training at Brown means spatial reasoning and geometric relationships are second nature to him.

A chemistry major at Harvard, James is used to thinking in three dimensions — molecular geometries, orbital shapes, bond angles — which gives him a natural fluency with the spatial reasoning geometry requires. He tackles circle theorems and polygon properties by encouraging students to sketch, label, and reason through diagrams before jumping to formulas, building the kind of geometric intuition that makes even multi-step problems feel manageable. Rated 4.9 by students.

Jackie scored a 36 on the math section of the ACT, and her coursework through AP Calculus BC and Multivariable Calculus means she's deeply fluent in the reasoning skills that underpin geometry. She breaks down topics like angle relationships, area formulas, and coordinate geometry by tying them back to the algebraic thinking students already have — making new concepts feel like extensions, not mysteries. Rated 5.0 by students.

Proofs are usually the first place geometry students get stuck, because suddenly math requires constructing an argument instead of computing an answer. Samuel's background in algorithmic and combinatorial thinking — he served as a teaching assistant for a discrete math course — translates directly to teaching logical reasoning, from triangle congruence proofs to circle theorems.