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Riley

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I'm a Brown University student concentrating in mathematics and computer science. I tutor all K-12 mathematics, well as high school physics, chemistry, and Computer Science. For undergrad, I tutor calculus, analysis, linear algebra, and introductory abstract algebra.

I started tutoring in high school, but before that friends would come to me with questions. The first student I formally tutored was struggling with the lower track Precalculus. After working with him over the course of the school year, he went on to succeed in AP Calculus BC and is now studying engineering. I taught younger students some coding in our American Computer Science League team. I tutored a student taking Honors Calculus at the University of Chicago. I've been tutoring as my primary job for the past three years. Three years ago one of my student was struggling to stay in the C+/B- range. This year, his lowest test score was still an A. I was hired to coach a mathcounts team for a few sessions. They went on to place in their local competition.

Math-heavy subjects are highly cumulative, so small gaps in knowledge grow over the years. Along with helping students patch these gaps, I teach students to engage with the material on a deeper level, so they can find and patch future gaps themselves. Learning how to teach myself was never part of my math classes growing up. I had to learn it through trial and error and with the help of friends and family. I want to pass this knowledge on to students who need it.

I tailor the way I teach at aa deeper level to the student, but here are the main tools I use. First, I assess where they are now while working on whatever is most pressing with them (usually homework or studying). Many common mistakes are symptoms of a shallow understanding that comes from learning mainly by rote. showing students the insights behind the rules and reminding them why their approach was flawed over the course of a few months usually patches these up for good. A lot of students don't know there is a deeper level to engage in, but a carefully timed "why" is usually enough to show them. If the student says "that's what my teacher said," I ask how the teacher knew. I remind them all mathematical knowledge came from somewhere.

There's specific techniques I can pass on, such as: always ask why, frame the problem in different ways, visualize.

Not every student wants or needs so much depth, which is totally fine. But because math &co are so cumulative, trying to memorize all the rules each year gets harder each year. Most people don't need to make up mnemonics to learn songs: the music is already a mnemonic. In math, the reasoning behind the rule is the mnemonic.

I don't believe in trying to force math to be fun or relevant to the student's life. It is what it is. The attempts to do so tend to be condescending or confusing. Most people may never find it fun. But there's absolutely more fulfilling ways to engage with it than most students have seen.

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Riley’s Qualifications

Education & Certification

Undergraduate Degree: Brown University - Current Undergrad, Mathematcs - Computer Science

Hobbies

Besides reading about math and science, I like to cook, crochet, program, typeset, listen to music. I also like watching bad movies with friends.

Tutoring Subjects

Algebra

AP Calculus BC

AP Computer Science

AP Computer Science A

AP Microeconomics

AP Physics 2

AP Statistics

Business

Calculus

Calculus 2

Calculus 3

College Business

College Computer Science

Competition Math

Computer Science

Discrete Math

Geometry

Gifted

High School Business

High School Computer Science

Math

Middle School Math

Multivariable Calculus

Other

Pre-Algebra

PSAT Prep

REGENTS Prep

SAT Subject Test in Mathematics Level 1

SAT Subject Test in Mathematics Level 2

SAT Subject Test in Physics

SAT Subject Tests Prep

Science

Technology and Computer Science

Test Prep

Trigonometry


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