As a section editor for the Los Angeles Review of Books, John builds tightly structured arguments for a living — a skill that translates directly to geometric proofs, where every statement needs a reason and every chain of logic has to hold up under scrutiny. His 1580 SAT and broad math teaching range (pre-algebra through calculus) mean he can spot exactly which foundational gaps are making geometry's formal reasoning feel foreign to a student. Rated 5.0 by students.

Proofs are usually where geometry students panic — the jump from calculating angles to constructing logical arguments feels like a different subject entirely. Raquel approaches proofs as a form of structured reasoning, connecting each theorem back to visual intuition so the logic feels earned rather than arbitrary.

Proofs are where most geometry students hit a wall, because they require building a logical argument rather than just computing an answer. Naama teaches students to treat each proof like constructing a paragraph — claim, evidence, reasoning — which turns an intimidating format into something structured and approachable. She covers everything from triangle congruence to circle theorems with that same emphasis on logical flow.

Proofs are usually the first place Geometry students feel lost, because suddenly math asks them to argue logically instead of just compute. Whitney's neuroscience degree from Pomona College was built on constructing and evaluating logical arguments, and she applies that same structured thinking to angle relationships, triangle congruence, and circle theorems.

Proofs are usually where geometry students panic, but Gerardo reframes them as logical arguments rather than mysterious rituals. He walks through angle relationships, triangle congruence, and circle theorems by emphasizing the reasoning chain — what you know, what you can conclude, and why. His physics training reinforces this approach, since spatial reasoning and geometric logic show up constantly in the physical sciences.

Improv comedy and geometry have more in common than people think — both require reading a situation quickly, identifying constraints, and building a logical sequence on the fly. Michael's training at NYU's Atlantic Acting School and Experimental Theatre Wing sharpened exactly that kind of rapid spatial and structural thinking, which he now applies to teaching constructions, transformations, and the step-by-step logic behind geometric proofs. Rated 4.8 by students.

Proofs are usually the part of geometry that makes students want to quit. Drew approaches them as logical puzzles — teaching students to identify which postulates and theorems apply, then build an argument step by step, the same way he constructs formal proofs in his college math courses.

Proofs are where most geometry students panic, because suddenly math asks you to explain *why* something is true instead of just computing an answer. Sean tackles that shift head-on, walking through logical chains step by step and using visual intuition to make congruence, similarity, and angle relationships click. His improvisational teaching style means he adjusts explanations until the reasoning genuinely lands.

Proofs are usually the first place geometry students feel lost, because suddenly math asks them to build logical arguments instead of just computing answers. Sarah tackles this by teaching proof structure as a skill in itself — identifying givens, choosing postulates, and linking steps — before layering in triangle congruence, parallel line theorems, and circle properties. Her math and physics training at Clark makes her especially comfortable bridging visual intuition with formal reasoning.

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.