I am graduated from Penn State University in Industrial Engineering in 2017. I've tutored ever since I was in high school, and I love helping people! I like to help my students understand math (and other topics) instead of just doing it blindly. My goal is to help my students improve their math (and other topics) and build skills that will help them find learning easier in the future! Fun fact, I used to work for Disney and I like to salsa dance!

Proofs are usually the first place geometry students hit a wall, because suddenly math requires logical argumentation instead of just computation. Wanqi walks through each proof as a chain of small, justifiable steps — identifying given information, choosing the right postulate or theorem, and building toward the conclusion. Her engineering background, where spatial reasoning is daily work, keeps the instruction grounded and visual.

A Masters in Educational Measurement and Statistics means Matthew doesn't just know geometry — he's studied how students process spatial and logical reasoning, which lets him pinpoint exactly where a proof or multi-step problem goes off the rails. His psychology background at Johns Hopkins adds another layer: he reads how a student thinks about angle relationships or triangle properties and adjusts his explanations accordingly. Rated 4.8 by students.

Most geometry students don't struggle with individual theorems — they struggle with knowing which theorem to pull out when a diagram has five things going on at once. Joshua teaches a triage approach to busy figures, breaking down how to identify the relevant angle relationships or triangle properties before attempting any calculations. Rated 5.0 by students.

Proofs are usually the first time a math student has to explain *why* something is true, not just compute an answer. Nathan approaches geometry by teaching the logic behind congruence, similarity, and circle theorems so that writing a two-column proof feels like building an argument rather than guessing at steps. His background in computer science — where logical reasoning is everything — makes that translation natural.

Proofs are usually the first place geometry students feel lost, because suddenly math asks them to argue rather than compute. Noelle approaches geometric reasoning as a logic exercise — her CS training makes her especially sharp at teaching students to build structured, airtight arguments from postulates and theorems.

Proofs are where most Geometry students hit a wall, because suddenly math asks you to explain *why* something is true, not just compute an answer. Hassan walks through each proof type — two-column, paragraph, coordinate — by teaching students to identify what's given, what's needed, and which theorem bridges the gap. That structured reasoning mirrors the logical thinking he uses daily as a CS major at UCF.

Biomedical sciences coursework is surprisingly geometry-heavy — Emyli's studies involve interpreting cross-sectional anatomy, understanding tissue structures, and reasoning about three-dimensional shapes from two-dimensional images. That practice translates directly to the kind of spatial visualization geometry students need when working through problems about circle theorems, arc lengths, and inscribed angles. Rated 4.6 by students.

Proofs are usually the first place geometry students panic, because suddenly math asks them to explain *why* something is true instead of just computing an answer. Dana approaches proofs as structured arguments, walking through each logical step the way she learned to build engineering solutions — methodically and with clear reasoning at every stage.

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.