Teaching circuit theory and electronics as a graduate instructor meant Prakash spent years drawing, analyzing, and reasoning through complex diagrams — a skill that maps directly onto geometry, where reading a figure correctly is often the difference between a stuck student and a confident one. He breaks down problems involving parallel lines cut by transversals and properties of quadrilaterals by teaching students to extract every piece of information a diagram gives them before writing a single equation. Rated 4.8 by students.

Proofs are usually where geometry students panic, but they're really just logical arguments built one claim at a time. Alisha walks through each proof by connecting it to the visual — showing why corresponding angles matter or how triangle congruence theorems actually work on the diagram in front of you. That combination of logic and spatial reasoning is what makes her geometry sessions effective.

Biochemistry coursework is full of molecular geometry — bond angles, tetrahedral structures, spatial configurations — so Hunter's training gives him a natural fluency with the kind of shape-level reasoning that geometry demands. He unpacks circle theorems and polygon properties by tying them back to concrete visual models, making abstract relationships easier to internalize. Rated 5.0 by students.

After Princeton and a stint at Google, Rick landed back in academia pursuing a PhD in Psychology — a field where spatial reasoning and data visualization matter more than people expect. That analytical background shows up in how he teaches geometry, breaking down problems involving transformations, circle properties, and triangle relationships into clear logical steps rather than memorized shortcuts.

George's business degree from UNC Chapel Hill might not scream geometry, but the quantitative reasoning behind accounting and finance — calculating ratios, analyzing proportional relationships, interpreting spatial data in charts — maps directly onto topics like similar figures, proportional segments, and area problems. He approaches geometry as a logic puzzle where each given fact narrows the possibilities, which makes him especially effective on problems that require chaining together multiple properties to reach a conclusion. Rated 5.0 by students.

I graduated from the University of North Carolina at Chapel Hill with a Bachelor of Science in Physics. I work with students in a variety of subjects, including Math, Physics, and Chemistry. I have experience working with students on the Autism spectrum and with ADHD.

Proofs are usually the part of geometry that frustrates students most, because they require a completely different kind of thinking than computation. Joseph teaches proof-writing as a logical storytelling exercise — each statement follows from the last — which makes the format feel less arbitrary. His engineering background also lets him show how congruence, similarity, and angle relationships appear in real design problems.

Proofs are usually the first time a math student has to build a logical argument from scratch, and that shift trips up even strong students. Artem approaches geometry the way he approaches engineering problems — identifying what's given, what's needed, and mapping the reasoning between them. He's particularly effective at teaching students to visualize angle relationships and triangle congruence before writing a single line of proof.

A statistics degree might seem unrelated to geometry, but Jenna's training in data visualization and spatial representation of distributions builds exactly the kind of diagram-reading instinct that geometry rewards — interpreting figures, extracting relationships, and reasoning about shape properties without getting lost in the picture. She's especially effective on the measurement and calculation side, teaching students to set up problems involving area, perimeter, and angle relationships with the same precision she brings to statistical modeling.

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.