Trig identities and unit circle relationships often feel like arbitrary rules until someone shows you the logic connecting them. Rachelle approaches trigonometry the way she approached her philosophy degree at ASU — by teaching students to see the underlying structure so that identities like double-angle and sum-to-product formulas become derivable, not just memorizable.

The unit circle is where most trig students either click or check out, and Tracey has a knack for making that moment land. She walks through identities, inverse functions, and the Law of Sines and Cosines by connecting each one back to the geometry students already know. Pursuing her M.A. in Mathematics Education, she's studied how to sequence these ideas so they build on each other naturally.

The unit circle is where most trigonometry students either click or check out, and Maurice treats it as the backbone of every lesson — connecting sine, cosine, and tangent back to that single diagram until the relationships feel automatic. He also digs into identities by showing students how to spot which manipulation to try first, turning what feels like guesswork into a repeatable strategy.

The unit circle doesn't have to be a memorization nightmare — Teresa teaches students to see the underlying patterns connecting sine, cosine, and tangent so that identities and angle relationships click naturally. Her approach to trig proofs emphasizes logical structure, building each step from what a student already understands rather than handing them a formula sheet.

The unit circle alone trips up more students than almost any other single concept in high school math. Daniel teaches trig identities and sinusoidal modeling by tying them to the physics and engineering applications where they actually matter — wave behavior, force components, rotational motion — so the formulas carry meaning instead of just sitting on a reference sheet.

Co-teaching an organic chemistry lab at UC Berkeley might seem unrelated to trig, but Yuxuan's biochemistry training means he's constantly working with periodic functions — from modeling enzyme kinetics to analyzing spectral waveforms — so the unit circle and sinusoidal graphs are second nature. He approaches identity verification and angle relationships by building from the algebra and geometry underneath them, making the logic visible rather than handing students a formula sheet. Rated 4.9 by students.

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 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 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 am a rising sophomore at Harvard College and am about to declare as a Mechanical Engineering concentrator, working towards a Bachelor of Science degree. I've always enjoyed sharing my knowledge with my peers and those around me and have done so in both formal and informal settings. I've been a tutor for both Math and Spanish programs in high school and enjoyed the strides I made with students. I am willing to tutor any subject I have a background in, but am strong in mathematics, the sciences, Spanish, history, writing, and ACT prep. I enjoy teaching mathematics most due to the joy I can see in children once they master a topic and can answer even pointed questions meant to stump them, and maybe even put their knowledge to real world use. As a tutor, I like to give a strong foundation to orient my student, and then gradually grant them more freedom and independence until they can feel themselves grasp the concept, pointing out pitfalls or common errors along the way; teachers who used these methods on me always left the most lasting impressions. Outside of my studies, I really enjoy listening to music, both old favorites and new interests, reading classics, and gaming/playing basketball with my friends.

I am a graduate of Washington University in St Louis, where I received my Bachelor of Arts in History with minors in Humanities and Anthropology. Since graduation, I have worked as a tutor, teacher, and director of tutors at a charter public middle school in Boston. During this time I also received my Masters in Mild to Moderate Disabilities from Simmons College. I have worked extensively with students with a range of abilities, including students with specific learning disabilities, emotional impairments, dyslexia, and ADHD. My teaching experience has given me a deep understanding of the knowledge and habits essential to academic success and has given me the opportunity to hone a variety of strategies that ensure students at each level can achieve their academic goals. While I tutor a broad range of subjects, my favorite ones are Reading, Elementary/Middle School Math, History, and Test Prep. In my experience, tutoring is the most rewarding when a student has that "aha!" moment and achieves a new level of understanding and confidence in his/her abilities. I am a firm believer in the transformative power of education, and I see my role to be that of a facilitator and coach who is there to help the student reach his/her goals through individualized support and rigorous practice. In my free time, I enjoy reading, running, practicing my Spanish, and discovering new music. I am also an avid traveler and just got back from a 3 month trip to South America. I look forward to the opportunity to work with you!