Tim teaches math from pre-algebra through multivariable calculus and differential equations, which means he sees the full arc of how early gaps — a shaky grasp of fractions, or confusion about variable manipulation — snowball into bigger problems later. His physics training makes him especially good at connecting abstract math to tangible applications, whether that's using slope to describe motion or applying systems of equations to real scenarios.

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

Bridget holds a mathematics minor and currently teaches high school math, which means she's seen firsthand where students get stuck — whether it's fraction operations in middle school or function transformations in pre-calc. She breaks problems into visual, step-by-step reasoning so students understand the logic behind each procedure. That approach builds the kind of flexibility that carries across math courses.

Whether it's fractions tripping up a sixth grader or logarithms stumping a high schooler, Chelsea pinpoints exactly where a student's understanding breaks down and rebuilds from there. Her BYU math education degree trained her in how students actually learn mathematical concepts — not just how to solve problems, but how to teach the reasoning behind each step. She's a visual thinker who loves drawing diagrams and graphs to make abstract ideas click.

Earning a 34 ACT and making Valedictorian required Ben to master math alongside his humanities strengths — he didn't get to skip the quantitative side just because he loved Latin and literature. That well-rounded discipline means he's particularly good at teaching pre-algebra and algebra to students who think of themselves as "not math people," since he knows how to bridge the gap between verbal reasoning and numerical problem-solving. He holds a 4.7 rating from students.

Audrey treats math as a problem-solving skill rather than a set of formulas to memorize, which makes her especially effective with students who've started to believe they're just "not math people." She covers everything from fraction operations and order of operations up through early algebra concepts, building each new idea on the reasoning behind the last. Her 5.0 rating speaks to how well that approach clicks.

From basic arithmetic through calculus, Dale's engineering background means he sees math as a connected system rather than isolated chapters. He unpacks each new concept by linking it to what a student already knows, which makes transitions — like moving from multiplication into fractions, or from fractions into ratios — feel logical instead of jarring. Rated 5.0 by students.

From basic arithmetic through precalculus, Madison approaches math as a connected set of ideas rather than isolated procedures to memorize. Her engineering program at the University of Arizona demands daily problem-solving across algebra, geometry, and data analysis, so she brings current fluency — not distant memory — to every session.

Thirty-five years as an electrical engineer meant Robert used math daily — from linear algebra and differential equations to statistical analysis and complex number theory. That real-world fluency lets him show students not just how to solve a problem, but why a particular method works and where it actually shows up outside the classroom. He holds a 4.7 rating from 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!