Biopsychology coursework at the undergraduate level means Clare has worked through calculus in the context of modeling neural processes and analyzing biological data — so derivatives and integrals aren't abstract to her, they're tools she's actually used. A 34 ACT composite backs up that quantitative fluency, and her approach leans on connecting each new rule to something concrete so the reasoning sticks. Rated 5.0 by students.

An anthropology degree doesn't scream calculus, and Esteban is honest about that — but his five-plus years tutoring math across multiple countries means he's walked plenty of students through the conceptual shift from algebra into limits and early derivatives. His teaching style leans on dialogue and questioning, pressing students to articulate *why* a rate of change behaves a certain way before moving on to the next rule. Rated 4.9 by students.

Derivatives and integrals click faster when a student sees them as tools for describing real change, not just symbolic manipulation. Andrew tackles calculus from that applied angle, drawing on his finance and mathematics studies at Boston College to show how concepts like related rates and area under a curve show up in modeling and decision-making.

Jennifer's social sciences background means calculus isn't her primary area, and she's straightforward about that. Her tutoring roster spans elementary through high school math, so she can reinforce the algebraic and pre-calculus skills — function behavior, slope, rate of change — that make or break a student's first encounter with limits and derivatives. Rated 4.9 by students.

History education might not scream calculus, but David's math tutoring experience and analytical training mean he can walk students through the conceptual groundwork — particularly the shift from algebraic slope calculations to the idea of an instantaneous rate of change. He treats early calculus like building an argument: each definition and rule needs to logically follow from the last before any computation makes sense.

While Arielle's primary expertise is in English and literacy, her teaching background includes supporting students who need to connect calculus concepts — like limits, derivatives, and integrals — back to clear, logical reasoning. She breaks down word-heavy application problems and teaches students how to parse what a question is actually asking before diving into computation.

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.

I am a graduate of Washington University in St Louis, where I received my Bachelor of Arts in History with minors in Humanities and Anthropology. Since graduation, I have worked as a tutor, teacher, and director of tutors at a charter public middle school in Boston. During this time I also received my Masters in Mild to Moderate Disabilities from Simmons College. I have worked extensively with students with a range of abilities, including students with specific learning disabilities, emotional impairments, dyslexia, and ADHD. My teaching experience has given me a deep understanding of the knowledge and habits essential to academic success and has given me the opportunity to hone a variety of strategies that ensure students at each level can achieve their academic goals. While I tutor a broad range of subjects, my favorite ones are Reading, Elementary/Middle School Math, History, and Test Prep. In my experience, tutoring is the most rewarding when a student has that "aha!" moment and achieves a new level of understanding and confidence in his/her abilities. I am a firm believer in the transformative power of education, and I see my role to be that of a facilitator and coach who is there to help the student reach his/her goals through individualized support and rigorous practice. In my free time, I enjoy reading, running, practicing my Spanish, and discovering new music. I am also an avid traveler and just got back from a 3 month trip to South America. I look forward to the opportunity to work with you!