Proofs are usually the first place geometry students get stuck, because suddenly math requires structured argumentation instead of computation. Sami approaches geometric reasoning the way he learned to build logical arguments in computer science at Duke — step by step, with each claim justified before moving to the next. He covers everything from triangle congruence to circle theorems with that same emphasis on clear, connected thinking.

Proofs are usually where geometry stops feeling intuitive and starts feeling arbitrary. Anthony approaches them as logical arguments rather than rote templates, drawing on his background in math and philosophy to teach students how to construct reasoning step by step. His 5.0 rating speaks to how well that approach clicks.

Proofs are where most geometry students lose confidence — the leap from calculating angles to constructing logical arguments feels like a different subject entirely. Jon breaks that transition down by connecting each theorem to a visual intuition first, then building the formal reasoning step by step. His pre-med background at UCLA required rigorous analytical thinking that translates directly to geometric logic.

Proofs are usually the first place Geometry students get stuck, because suddenly math requires logical argumentation instead of just computation. Maxwell approaches each proof as a chain of small, justifiable claims — teaching students to identify given information, spot congruence relationships, and build toward a conclusion one step at a time.

Proofs are usually the first place Geometry students feel stuck, because suddenly math asks them to argue logically instead of just compute. Ethan walks through proof structure like building an argument in a debate: state what you know, identify what connects to what, and justify every step. That logical framework also sharpens how students approach triangle congruence, circle theorems, and coordinate geometry problems.

Proofs are usually where geometry gets intimidating, because suddenly students need to justify every step instead of just computing an answer. Tessa teaches proof-writing as a form of logical argument — identifying what's given, what's needed, and how postulates and theorems connect the two. Her approach turns congruence, similarity, and circle theorems into puzzles with satisfying solutions rather than exercises in memorization.

Circle theorems — inscribed angles, arc-chord relationships, tangent lines — tend to pile up fast near the end of a geometry course, right when students are already exhausted from proofs. Max breaks these down by tying each theorem back to a single core idea about how angles and arcs relate, which cuts the memorization load dramatically. His 1580 SAT and 5.0 rating speak to how well that approach clicks.

Spoken word poetry and geometry both demand structure — every line has to land in the right place, whether it's a stanza or a two-column proof. Louie's math background spans pre-algebra through calculus, so he teaches geometric concepts like triangle congruence and circle properties with a clear sense of how they connect to the algebra students already know. His 1540 SAT score speaks to the kind of precise, methodical thinking that keeps multi-step geometry problems from falling apart.

Proofs are usually the first time a math student has to construct a logical argument rather than just compute an answer, and that shift trips up even strong students. Christina treats geometry proofs the way she'd approach a case study in her Yale MBA program — breaking the reasoning into clear, defensible steps. She also covers coordinate geometry and triangle relationships with the same structured approach.

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 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 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.