I'm a 2nd year medical student at the University of Miami. I have extensive experience tutoring in all science subjects (orgo, biology, genetics, physics), math and reading. I have been an SAT and ACT tutoring for over 6 years now at the local Boys and Girls Club. I also have extensive experience tutoring for the MCAT, from best practices to more technical skills as well. I enjoy tutoring and realize everyone learns in a unique way. I try to cater my style to my student and help them reach the full extent of their capabilities.

An 800 on the SAT Math Level 2 Subject Test and a 1550 SAT composite give Derek deep familiarity with every question type the College Board throws at students, from quadratic modeling to data interpretation. He teaches students to recognize which problems deserve full solutions and which can be solved in under thirty seconds with strategic shortcuts. Rated 4.9 by students.

I am a 22-year-old medical student. In college, I triple majored in Theoretical Mathematics, Computer Science, and Chemistry. My tutoring experience includes over a dozen classes where I was a TA or grader, many of which involved me teaching classes independently. I am looking forward to tutoring hardworking and motivated students who want to challenge themselves.

I'm Veena and I recently graduated from the University of Miami with a B.S. in Microbiology and Immunology with Chemistry and English Literature as my minors. I've tutored at a Math and Reading learning center in high school and became an employee of the Academic Resource Center at UM where I tutored my peers in STEM subjects. I was an assistant science teacher at a middle school for a year, and a workshop leader for chemistry classes at UM.

I'm an undergraduate at Princeton University working toward a degree in Mechanical and Aerospace Engineering, with the Sustainable Energy Certificate.

Scoring a 1550 on the SAT gave Max firsthand knowledge of how the Math section layers algebra, data analysis, and advanced math concepts into multi-step problems that punish careless mistakes. He teaches students to identify which tool each question actually requires — whether it's setting up a system of equations or interpreting a scatterplot's line of best fit — before picking up a pencil. That deliberate problem-identification step is often the difference between a 650 and a 750.

Scoring 1500 on the SAT, Veronica knows the math section inside out — from the no-calculator questions that test algebraic fluency to the data-analysis problems that reward careful reading. She teaches specific time-management strategies for each question type so students aren't just getting answers right but getting them right quickly. Her engineering background also means she can explain the underlying math, not just test-taking tricks.

Most SAT Math mistakes aren't conceptual — they come from misreading what a problem is actually asking or picking the slow path to the answer. Cavan earned a 1500 SAT and approaches each practice section by categorizing problems into algebra, advanced math, and data analysis buckets so students build targeted speed where they need it most. His engineering coursework at UF keeps these skills sharp daily.

Dalila scored a 1520 on the SAT and brings a math major's depth to the quantitative section — she knows which algebra, geometry, and data analysis concepts the test leans on hardest and where students most often lose points. Her approach breaks each problem type into a decision tree so students can identify the fastest path to the answer under time pressure.

My tutoring sessions are interactive, patient, and highly personalized. I don't believe in a one-size-fits-all methodeach student learns differently, so I adapt my approach to match their individual pace, goals, and learning style. I focus on helping students truly understand the why behind each concept, not just memorize formulas or shortcuts. Together, we work step-by-step through problems, discussing reasoning, strategy, and underlying principles until everything clicks. My goal is to build lasting confidence and clarity. Whether a student is catching up, aiming to excel, or just trying to feel more comfortable with the material, I create a supportive environment where they can ask questions freely, think critically, and stay engaged. I also believe in strong communicationkeeping parents informed and helping students take ownership of their learning. Above all, I want my students to leave each session feeling capable, confident, and genuinely connected to what they're learning.

The SAT Math section rewards pattern recognition more than raw computation, and Michelle's 1510 SAT score reflects how well she cracked those patterns. She breaks down problem types — from quadratic modeling to data interpretation — so students learn to identify what a question is really asking before they ever pick up a pencil.