I am happy to accommodate and work with learners on the spectrum.

A math degree from Georgetown plus a 1580 SAT means Peter doesn't just know the content — he knows which algebraic shortcuts and graph-reading strategies actually save time under pressure. He breaks the SAT Math section into pattern categories so students recognize problem types within seconds and spend their energy solving, not deciphering. Rated 5.0 by students.

I am in my second year at MIT studying mathematics, and I am currently doing a research project in Spectral Graph Theory. I have been a tutor since my junior year in high school, and I enjoy teaching all levels of math; everything from pre-algebra through calculus and linear algebra! I focus primarily on making sure that the definitions and processes given in class make intuitive sense, so that math can begin to feel like second nature.

Three semesters teaching ESL gave Danielle an unusually sharp instinct for breaking down dense, wordy problems — a skill that pays off on SAT Math, where half the battle is translating a convoluted setup into a clean equation before any calculating begins. Her 1550 SAT and biology-to-med-school math background mean she's fluent in the geometry, statistics, and algebraic reasoning the test actually emphasizes. Rated 5.0 by students.

Scoring a 1560 on the SAT, Ben knows exactly where the math section tries to trip students up — especially on systems of equations, quadratic modeling, and data interpretation questions that look harder than they are. He teaches a problem-solving approach that emphasizes identifying question types quickly so students spend their time on execution, not confusion. Rated 5.0 by students.

Mary's chemistry TA work at Pitt means she's spent a year and a half watching students make algebraic errors in real time — sign flips, distribution mistakes, sloppy fraction work — which are exactly the mistakes that cost points on SAT Math's no-calculator section. She scored a 1550 on the SAT herself and uses that experience to teach students how to attack the quadratic and systems questions methodically instead of rushing to an answer. Rated 4.8 by students.

Naomi scored a 1480 on the SAT and breaks the Math section down by question type — heart of algebra, passport to advanced math, and problem solving with data analysis — so students know exactly where to focus their prep time. She teaches efficient strategies for grid-in questions and multi-step word problems that cut through the noise and get to the math quickly.

Most SAT Math mistakes aren't actually math mistakes — they're misreads of what the question is asking, especially on the multi-step "Heart of Algebra" problems that dominate the scoring. Samuel, who scored a 1590 on the SAT while studying applied mathematics, teaches students to convert wordy setups into stripped-down equations before solving, treating each problem like a modeling exercise rather than a computation drill. His applied math background means he can show students exactly how quadratic, linear, and exponential structures behave — so pattern recognition replaces guesswork on test day.

I am anticipating starting a master's program in the fall. When I'm not working I enjoy playing and watching basketball, reading and exercise. I love learning and I am eager to share my skills and knowledge with others.

I am a current Sophomore Mechanical Engineering student at Messiah College in Mechanicsburg, PA. I graduated Upper St. Clair High School in 2018, and took just about every AP math and science course there is. I have extensive knowledge in these subjects, and enjoy helping others to understand them! In my free time, I enjoy running cross country and track, playing percussion, and hanging out with my friends!

Most SAT Math mistakes aren't about not knowing the math — they're about misreading what the question wants, especially on the grid-in and multi-step passport-to-advanced-math problems. Rishi, a math major at Yale with a 1590 SAT, teaches students to slow down for five seconds on setup so they can speed up everywhere else, turning sloppy errors into recovered points. Rated 5.0 by students.

I am a third-year undergraduate student at Carnegie Mellon University studying Voice and Opera Performance with minors in Music Education and French and Francophone Studies. My ultimate goal is to become a teacher because I love working with students to help them achieve mastery of their subject(s)!