The jump from algebra to calculus hinges on Pre-Calculus — specifically, whether a student truly understands function behavior, transformations, and trigonometric identities or is just memorizing steps. Suzie earned a 1540 SAT and studied chemical and biological engineering, so she approaches topics like limits, polar coordinates, and composite functions with the kind of fluency that comes from using them daily in advanced coursework.

Heading to the University of Michigan to major in Mathematics this fall, Phil is building his pre-calculus teaching around the specific skills that tripped him up watching peers struggle — the moment rational functions stop behaving like polynomials, or when students first confront the abstraction of inverse trig. His 35 ACT reflects genuine comfort with this material, and his approach leans toward letting students drive the session, tackling the exact problems and concepts giving them trouble rather than marching through a preset curriculum.

The jump from algebra to calculus is where most students either build momentum or lose it, and pre-calc is that bridge. Haley digs into the behavior of polynomial, rational, and exponential functions with an engineer's eye — she's used every one of these function families in her Michigan coursework and knows which conceptual gaps cause the most trouble in calc later.

The jump into Pre-Calculus is where students first encounter the function-heavy thinking that defines higher math — transformations, trigonometric identities, limits as a preview of calculus. Jack approaches each of these topics by tying them back to graphical intuition, so students can see what an equation is doing before they manipulate it algebraically. His broad math background, from algebra through calculus, keeps the bigger picture in view.

A Doctor of Engineering in Materials Science means Vazrik has spent years modeling phase diagrams, diffusion curves, and stress-strain relationships — all built on the polynomial, exponential, and trigonometric foundations that pre-calculus introduces. He teaches these function families by connecting them to the physical systems where they actually matter, turning abstract graph behavior into something students can visualize and reason through. His chemistry background adds another layer, particularly when unpacking logarithmic and exponential relationships.

Biomedical engineering at the undergraduate level means Shreeman spent years modeling biological systems with the exact toolkit pre-calculus teaches — sinusoidal waveforms for cardiac rhythms, exponential decay for drug clearance, and composite functions for signal processing chains. He digs into how each function family behaves and why, connecting the algebra students already know to the more abstract reasoning calculus will demand. His 33 ACT reflects solid quantitative instincts across the board.

Mechanical engineering at the undergraduate level means Justin spent semesters immersed in the pre-calculus toolkit — graphing rational functions to model system behavior, manipulating trigonometric identities for force analysis, and composing functions long before calculus formalized the concepts. He teaches the course as someone who needed every one of these skills to hold up under pressure in engineering coursework, so he knows which shortcuts actually work and which ones collapse in harder problems. His 1450 SAT confirms the quantitative grounding behind that practical approach.

Triple-majoring in economics, mathematics, and philosophy means Thomas approaches pre-calculus from an unusually analytical angle — he doesn't just teach how to manipulate rational expressions or graph polar equations, he digs into the logical structure underneath so students can reason through unfamiliar problems on their own. That philosophy training shows up most when he unpacks proofs of trigonometric identities, treating each one as an argument to construct rather than a formula to memorize. Holds a 5.0 rating and a 1530 SAT.

A PhD in applied physics means Leslie has spent years where pre-calculus isn't a course — it's the scaffolding holding together everything from wave mechanics to signal analysis. She digs into the places students typically get stuck, like connecting the algebra of rational expressions to the graphical behavior of asymptotes, or building real intuition for why trigonometric identities work instead of just pattern-matching them. Rated 5.0 by students.

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.