Theater people know how to read a room — and Amber reads a math problem the same way, quickly identifying what the SAT is actually testing beneath its layered, deliberately tricky phrasing. Her 1570 SAT means she's crushed the exam herself, and she zeroes in on the geometry and trigonometry questions that many arts-oriented students assume they can't master, proving otherwise through targeted practice. Rated 5.0 by students.

Patrick's double major in English Literature and Linguistics at UChicago isn't the obvious SAT Math background — but his 1560 SAT proves the quantitative chops are there, and his linguist's instinct for decoding structure is exactly what the test's deliberately tricky word problems demand. He teaches students to treat convoluted problem stems like sentences to parse: identify the subject (what's being solved for), strip out the modifiers (irrelevant context), and translate what remains into clean algebra.

Scoring a 1560 on the SAT means Karann knows exactly where the tricky questions hide — especially in the no-calculator section where algebra manipulation and data interpretation separate good scores from great ones. She breaks down each problem type so students learn to spot the fastest path to an answer rather than grinding through every calculation.

Miriam scored a 1570 on the SAT and approaches the Math section by teaching students to recognize which tool — algebra, geometry, or data analysis — each question is actually testing. That pattern recognition turns tricky word problems into straightforward calculations, especially in the no-calculator section where efficiency matters most. Rated 4.9 by students.

I am a current sophomore at Brown University, where I study Applied Math and Urban Studies. I have tutored in a high school ESL classroom, as a private tutor, in a local community center, and on online platforms. I love tutoring all subjects, and I'm especially passionate about teaching math. As a tutor, I work to meet each student where they're at by helping them find connections between existing knowledge and new subjects. I believe every student can find passion, motivation, and empowerment in education, and I love helping students develop the knowledge and skills to get there.

I am a junior at the University of Wisconsin-Madison, majoring in Materials Science & Engineering with a certificate in German. I graduated in 2017 from Sartell High School in Sartell, Minnesota. I've been working as a camp counselor teaching German for two years, which has given me a lot of experience teaching others. I have always been especially proficient in foreign languages and look forward to tutoring language students. In my spare time, I enjoy reading, petting dogs, and spending time with friends.

Professional journalism requires fast, precise numerical reasoning — budgets, data points, poll numbers — and Olivia brings that same no-nonsense clarity to SAT Math, where she scored 1580 and knows the test's geometry and coordinate-plane questions inside out. She teaches students to treat each problem like a deadline: read it once, identify the fastest approach, execute without second-guessing.

I am an incoming sophomore at the University of Wisconsin-Madison, originally from San Diego, CA. I'm currently pursuing a double major in international studies and political science, with a certificate in Mandarin. I have been both been a member, and later in charge, of tutoring programs at a local K-8 school tutoring math, writing, and reading. During this time, I also tutored fellow peers in various subjects, including history and government which I have always loved. Personally, I have had most enjoyed tutoring writing and math, but I am more than happy to help however I can. When approaching tutoring any subject it may be, I would describe my approach as enjoyable, throughout, and cooperative. I'm not here to stand on a pedestal or look down upon anyone in any way, but to simply lend all the knowledge I have and work together towards achieving all desired goals in an entertaining and effective way.

I am interested in making physics and math relatable to people who are not naturally adept at it. I have taken the SAT, the general GRE and the physics GRE subject tests.

Graduate school in urban planning means Danny spends his days crunching demographic data, interpreting survey results, and building quantitative models — all skills that map onto the SAT Math section's geometry and data-analysis questions. He takes a scaffolded approach: walking through a problem type step by step first, then stepping back so students build the confidence to tackle similar questions independently under timed conditions.

Industrial engineering is basically applied optimization — figuring out the most efficient path through a complex system — and Cole treats SAT Math the same way, teaching students to recognize which of the section's 38 questions reward algebraic setup versus back-solving versus plugging in answer choices. His 1410 SAT and dual IE degrees mean the underlying math (linear systems, inequalities, rate problems) is second nature, so sessions stay focused on test strategy and pacing rather than relearning content. Rated 4.9 by students.

I am attending a lecture about The Great Gatsby, I will be eager if the speaker tells of the beauty she sees, rather than a quick and dirty type of analysis. I regularly talk to people who admit math wasn't their favorite subject in school. Some were self-conscious. Some had gaps they never filled. Some just didn't care. Whatever the case, I admit to them that math is my favorite art form with as much room for expression as sculpting or jazz. I claim that mathematicians are half artists, half observers of fine art. My conversants often tell me it is an epiphany for them to think of math as such, and that it helps heal their math wound. A marvelous way I have found to unveil beauty in the classroom is by using surprise. I like to present ideas from a simple perspective, discuss them briefly, then release a theorem. Thales' theorem (the diameter of a circle subtends a right angle to any point on the circumference) is a great example, especially with the aid of Java applets. After playing a bit with triangles by moving points around in a worksheet, it's surprising to be able to connect two structures as basic as a right triangle and a diameter. Next in importance to marveling at beauty, I want students to learn to think critically to solve problems. Understandably, some students have never had guidance past high school drills. All the more, problem solving should be emphasized and revisited throughout college curriculum. I have many years of experience in problem solving competitions and a collection of principles regarding problem solving that I like to follow. One is about inverse problems. Consider the following: if baseball cards are five cents apiece and shipping costs fifty cents, how many cards will one dollar buy? After making the arithmetic clear, students had better know how to calculate the forward problem, i.e. "How much will x number of cards cost?" I'm depending on them knowing the forward problem because we covered it last week, but it is important to bring it out in more than just a mention so the students have a comfortable base to start. It's like revisiting rational numbers before diving into irrationals. They are intrinsically tied, and it gives the class confidence to start with old material.