# Adam

Certified Tutor

Adam’s Qualifications

## Education & Certification

Undergraduate Degree: New York University - Bachelor in Arts, Mathematics (Spanish minor)

Graduate Degree: New York University - Master of Arts, Teaching Mathematics

## Test Scores

ACT Composite: 32

ACT Math: 36

SAT Math: 800

SAT Writing: 720

AP Biology: 5

AP Calculus BC: 5

AP Physics B: 5

AP English Language: 4

AP US History: 5

AP World History: 4

SAT Mathematics Level 2: 800

AP U.S. Government & Politics: 5

AP Psychology: 5

AP Music Theory: 5

SAT Subject Test in Biology E/M: 790

SAT Subject Test in U.S. History: 750

SAT Subject Test in Mathematics Level 1: 790

## Hobbies

Adam likes gymnastics, saxophone, traveling and piano.

## Tutoring Subjects

Conversational Spanish

SAT Subject Test in Mathematics Level 1

SAT Subject Test in Mathematics Level 2

SAT Subject Tests Prep

Spanish 1

Q & A

What is your teaching philosophy?

The uses of mathematics range from everyday arithmetic to advanced problem solving, making the importance of mathematics education in society indisputable. Knowing the quadratic formula or constructing an angle bisector may seem useless to some, and I agree that this knowledge alone is not what should be considered useful. This is the discrepancy between what mathematics education is and what it should be, which is the focus on procedure and result versus conceptual understanding and connected knowledge. Mathematics is more than a result; it is a process. It is the process of reasoning, strategy, logic, and proof that created mathematics in the first place (and makes it beautiful). We should focus on logic and proof to legitimize and reason why we do certain things to solve a problem. Therefore, teaching mathematics is so much more than teaching algebra, geometry, probability, statistics, and trigonometry. It is teaching a way of thinking. Teaching mathematics is shaping a mind to be able to work out problems in a reasonable, logical way.

What might you do in a typical first session with a student?

I would get to know them personally and mathematically. Studies have shown that culturally-relevant pedagogy that relates to student's lives supports their learning. By getting to know their interests and hobbies, I can build on their prior knowledge grounded in a context. Mathematically, I'd like to give an informal diagnostic to see where the gaps in knowledge are. In a residual theory of knowledge, we can use what a student knows to build more knowledge.