Limits, derivatives, and the Fundamental Theorem of Calculus form the backbone of AB — but the real challenge is learning to think about rates of change intuitively, not just procedurally. Austin has logged serious hours teaching calculus to students across engineering, computer science, and economics, giving him a sharp sense of which analogies click for different types of learners. His applied math background keeps every explanation grounded in what these concepts actually do.

Electrical engineering at VCU's honors college means Emma hits derivatives and integrals every week — analyzing circuit behavior, modeling signal changes, computing power dissipation — so the AB curriculum's core concepts are second nature to her. Her 34 ACT and 4.9 rating back up an approach that zeroes in on the places students actually lose points: setting up definite integrals from word problems and correctly applying the chain rule under time pressure.

Being in VCU's BS/MD Guaranteed Admissions program means Roshni's biology and pre-med coursework constantly leans on calculus — modeling population growth, analyzing enzyme kinetics — so she teaches AB concepts with a clear sense of where the math is heading and why it matters. Her 35 ACT and 1550 SAT back up the quantitative sharpness she brings to tricky limit definitions and integration techniques that trip students up on free-response questions. Rated 4.9 by students.

The jump from memorizing derivative rules to applying them — related rates, optimization, accumulation functions on the free response — is where most AP Calc AB students stall. Kyle breaks these problems into a logical sequence of decisions, drawing on the same structured reasoning he developed earning his MA in Philosophy. He's currently deepening his calculus coursework as he prepares for a high school teaching career.

Logan teaches AB Calculus concepts the way he teaches them in his own high school classroom: grounding every limit, derivative, and integral in graphical and numerical reasoning before moving to algebraic manipulation. His MAT from Virginia Commonwealth specifically trained him in how students learn mathematical concepts at the secondary level, which makes his explanations unusually well-calibrated to what clicks for AP students.

Limits, derivatives, and integrals form a story that builds on itself, and losing the thread at any point can make the rest of AB Calculus feel impossible. Samiya completed AB and BC Calculus along with Differential Equations at VCU, so she knows exactly where the conceptual gaps tend to form and how to close them before they compound.

Mechanical engineering at VCU means Ying is knee-deep in calculus every semester — computing derivatives to analyze motion and setting up integrals to solve real force and energy problems — so the AB curriculum maps directly onto skills she's actively building. She volunteered through high school tutoring peers on math SOLs, which taught her how to spot the exact moment a concept stops making sense and re-explain it from a different angle. That combination of current coursework and hands-on teaching instinct makes her especially useful for students wrestling with limits, the chain rule, or the transition from computation to application problems.

I am currently a lead preschool teacher. I received my Bachelor's in Psychology from VCU and am looking to return to school to further my education. While in college, I worked as a Supplemental Instruction leader, teaching general biology and anatomy. I have also worked in an after school program with elementary age children, but I have my fondest memories volunteering as a counselor for Camp Kesem. In my own experience, I loved school and now I love teaching even more at all age levels! I especially enjoy the challenge of getting creative to discover what approach and mediums work best for each student. I am available for in person as well as online tutoring.

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.