Proofs are where most geometry students freeze — the jump from calculating angles to constructing logical arguments feels completely different from earlier math. Kenan teaches proof-writing as a step-by-step reasoning skill, connecting each theorem back to the spatial intuition students already have from working with shapes and diagrams.

The IB program's emphasis on mathematical reasoning — where you can't just memorize formulas but have to justify every step — gave Kinjal a deep comfort with the kind of structured thinking geometry demands. She unpacks circle theorems, polygon properties, and geometric constructions by tying each one back to the underlying logic, so students see why a proof works rather than just mimicking its format. Rated 5.0 by students.

I am most passionate about biology and chemistry. I am a firm proponent of education, believing it to be absolutely necessary for an improved quality of life, and I try to impart this appreciation to all of my students.

Proofs are usually the first place Geometry students panic, because suddenly math asks them to explain *why* rather than just compute an answer. Alisa tackles proofs as logical storytelling — each statement follows from the last, and she teaches students to map out that chain before writing anything down. She pairs that reasoning practice with the spatial skills needed for area, volume, and coordinate geometry problems.

Proofs are usually the first place geometry students panic, because suddenly math requires written arguments instead of just calculations. Natalie's English major at Rice means she thinks carefully about how to construct a logical claim — a skill she applies directly when teaching students to write two-column and paragraph proofs. She also covers triangle congruence, circle theorems, and coordinate geometry with an emphasis on why each rule works.

Proofs are where most geometry students panic, but they're really just structured arguments — something Siyu's arts and writing background makes her unusually good at teaching. She walks through triangle congruence, parallel line theorems, and circle properties by showing students how to build each logical step rather than memorize proof templates.

I am currently a senior at Emory University studying chemistry and applied math with a focus on inorganic chemistry. I will be available to tutor algebra, trigonometry, algebra 2, biology, chemistry, calculus, geometry, pre- calculus, and ACT prep. I started tutoring in high school and continued tutoring at Emory where I tutored general chemistry, introductory biology, and calculus for two years. Apart from academic tutoring, I am also involved in Project SHINE which teaches English to recent Atlanta immigrants. I believe that education (no matter what kind) is crucial in life, but I also strive to emphasize why something is important. In my experience, most students struggle with something because they don't understand exactly why it is important or simply do not care. I am heavily involved in academic research at Emory so I am able to help a student understand exactly why a specific subject area is important and how it is continuously applied both in the lab and in the real world to improve our lives. It's always easier to see the physical and practical applications of a subject than try to visualize its importance on paper. In my spare time I enjoy chemistry, ancient Roman history, jam bands, running, cycling, and scuba diving.

Hamza's bioinformatics degree means he's trained to think in structured, logical sequences — a skill that translates directly to geometric proofs, where each step must follow inevitably from the last. He tackles circle theorems and polygon properties by teaching students to map out the full chain of reasoning before writing anything down, so the proof builds itself rather than feeling like guesswork.

Applied knowledge is wisdom. One exam doesn't determine your future. You can always perform better next time or find a field that aligns with your strengths

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.