A computer science degree sharpens a very specific kind of mathematical thinking — recursive logic, function composition, algorithmic breakdown — and David applies that lens to pre-calculus topics like sequences, series, and piecewise functions. He teaches the reasoning behind each step so students can reconstruct solutions on their own, not just replicate a memorized procedure. His 36 ACT and 5.0 rating speak for themselves.

The jump from algebra to calculus runs directly through Pre-Calculus — trigonometric identities, function transformations, and limits preview are all gateways to what comes next. Matt treats each topic as a tool with a purpose, showing students why the unit circle or a rational function behaves the way it does so the patterns become obvious.

Where most pre-calculus struggles show up isn't in learning new material — it's in shaky algebra skills that buckle under the weight of rational expressions or composite functions. Nate teaches across the full ladder from pre-algebra through differential equations, so he spots exactly where a student's understanding breaks down and rebuilds from that point. His 33 ACT and 5.0 rating confirm he delivers results.

Most pre-calculus students hit a wall when the course pivots from familiar algebra into abstract function behavior — suddenly they're juggling domains, end behavior, and transformations all at once. Broden's computer science training at Minnesota means he thinks in functions natively, since every program he writes is built on the same input-output logic and compositional reasoning that pre-calc demands. He holds a 5.0 rating and a 1560 SAT, and he's close enough to the material chronologically that he remembers exactly where the confusion tends to pile up.

A math minor at Pomona College means David didn't just pass through pre-calculus — he kept building on it through calculus and statistics, so he knows exactly which skills in polynomial behavior, rational functions, and trig identities actually matter downstream. He approaches the course as the bridge it's meant to be, making sure each concept connects backward to algebra and forward to what's coming next. His 36 ACT and 5.0 rating confirm the depth behind that perspective.

The jump from Algebra 2 to Pre-Calculus trips up a lot of students right around trigonometric identities and limit intuition. Tully tackles these topics by unpacking the reasoning behind each rule rather than handing over formulas to memorize. Rated 4.8 by students, he keeps sessions focused on building the kind of fluency that carries into calculus.

Having tutored math at every level from elementary through Calculus II, Cory knows exactly which algebraic skills need to be rock-solid before tackling pre-calculus — and which ones students can strengthen along the way. His math degree from the University of Minnesota means he teaches topics like rational functions and graph transformations with the fluency of someone who kept building on them through discrete math and beyond. 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.

I am a graduate of Wesleyan University, where I received my Bachelor of Arts in Sociology with High Honors. With eight years of experience working in education, I've tutored students in math, science, history, and English, as well as helped students prepare for standardized tests. I've guided adults towards passing the US Citizenship Exam and taught English in India, where I lived for six months. Whenever I work with a student I personalize the lessons to fit their particular learning style, since I know every student is unique and having the right fit can make all the difference in making learning fun and effective. My strengths are tutoring the social sciences and humanities, as well as making math and standardized tests approachable to students that normally don't like those subjects. In my spare time I like traveling, spending time in the outdoors (climbing & backpacking), meditation, and playing soccer. Next fall I will be beginning my PhD in Education at Harvard University.

I am a rising sophomore at Harvard College and am about to declare as a Mechanical Engineering concentrator, working towards a Bachelor of Science degree. I've always enjoyed sharing my knowledge with my peers and those around me and have done so in both formal and informal settings. I've been a tutor for both Math and Spanish programs in high school and enjoyed the strides I made with students. I am willing to tutor any subject I have a background in, but am strong in mathematics, the sciences, Spanish, history, writing, and ACT prep. I enjoy teaching mathematics most due to the joy I can see in children once they master a topic and can answer even pointed questions meant to stump them, and maybe even put their knowledge to real world use. As a tutor, I like to give a strong foundation to orient my student, and then gradually grant them more freedom and independence until they can feel themselves grasp the concept, pointing out pitfalls or common errors along the way; teachers who used these methods on me always left the most lasting impressions. Outside of my studies, I really enjoy listening to music, both old favorites and new interests, reading classics, and gaming/playing basketball with my friends.