Proofs and spatial reasoning make Geometry feel like a completely different subject from the algebra most students are used to. Taylor approaches it by teaching students to visualize transformations and angle relationships systematically, connecting geometric logic to the kind of structured thinking he uses in his mechanical engineering program at BYU.

Proofs are what make geometry feel alien compared to every math class before it, because suddenly students need to justify every step in a logical chain. Kacey teaches proof-writing as a skill separate from the theorems themselves — once a student learns to organize given information, identify what's missing, and build an argument, even circle theorems and triangle congruence become manageable.

Most Geometry struggles come down to proof structure — students can see that two triangles look congruent but can't articulate why in a logical chain. Matthew approaches proofs the same way he approaches physics derivations: identify what you know, state your assumptions, and build toward the conclusion one justified step at a time. His 34 ACT composite reflects the kind of precise, methodical reasoning he brings to angle relationships, similarity, and circle theorems.

Proofs are usually the make-or-break moment in geometry — students who've relied on formulas suddenly have to construct logical arguments. John's physics training gave him years of practice translating spatial reasoning into precise, step-by-step logic, and he brings that same rigor to angle relationships, triangle congruence, and coordinate geometry. He teaches students to see the structure behind each proof rather than guessing at the next line.

Teaching across six languages and subjects from pre-algebra through calculus, Helaman has an unusual ability to explain geometric vocabulary and reasoning in ways that cut through the jargon — especially useful for students who understand shapes visually but freeze when a problem uses formal terms like "corresponding angles" or "AA similarity." He breaks down the language of proofs and theorem statements the way he'd break down a new phrase in Spanish or German: piece by piece, until the structure makes sense on its own.

I'm patient, personable, and have an incredible gift for explaining things in a way that makes sense. I majored in Math Education (with a minor in Computer Science), and I have more than eight years of experience teaching math and other STEM subjects.

Proofs trip up a lot of Geometry students because they demand a completely different kind of thinking — logical chains instead of computation. Joseph approaches each proof as a puzzle, teaching students to identify congruence shortcuts like SAS and AAS and then assemble arguments that hold together. His computational math training gives him a knack for making abstract reasoning feel concrete.

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.

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'm Solange - a recent graduate from Harvard where I studied Sociology & Women's Studies. I've been tutoring for eight years now, and have worked with a wide range of ages and in a wide range of subjects. Some of my specialties are college prep/test taking II worked in the admissions office on campus); social sciences; and literature/writing.