When variables, equations, and word problems first appear in Algebra, the biggest hurdle is often translating a sentence into a mathematical statement. Tim tackles that translation process head-on, showing students how to set up equations from scratch rather than pattern-matching to a memorized template. His engineering experience means he has an endless supply of concrete examples that make abstract expressions feel tangible.

I am a graduate student currently working on my Master's Degree in Big Data Systems.

A math minor and daily high school teaching keep Bridget sharp on exactly where algebra students get stuck — whether it's distributing negatives in multi-step equations or translating word problems into expressions. She walks through each concept with enough repetition and variation that the logic starts to feel automatic.

Chelsea approaches algebra as a problem-solving language rather than a set of rules to memorize. When a student gets stuck on systems of equations or quadratic factoring, she follows their reasoning to find where the logic broke down, then builds from there. Her math education background at BYU trained her to recognize that different students need different paths to the same answer.

A lot of algebra frustration comes from skipping steps or losing track of what a variable actually represents. Ben tackles this by slowing down and making each manipulation — distributing, factoring, solving systems — feel logical rather than mechanical. His 34 ACT composite and Dean's List standing at ASU's Barrett Honors College reflect the kind of precision he brings to problem-solving.

The moment algebra moves from "solve for x" to systems of equations or quadratic expressions, many students lose the thread of what they're actually doing and why. Audrey tackles that disconnect head-on, walking through each type of problem until the logic clicks — not just the steps. Her 5.0 rating speaks to how well that approach lands with students.

Equation solving, factoring, and graphing linear relationships form the backbone of every math course that follows Algebra. Dale teaches students to read an equation as a story about balance — what happens to one side must happen to the other — which makes multi-step problems feel methodical instead of overwhelming. He holds a 5.0 client rating.

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!

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.