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I am currently a grad student at the University of British Columbia studying for my doctorate in Mathematics. I previously received a masters in Business Analytics and bachelors degrees in Mathematics and Economics (with minors in Statistics and Leadership) from the University of Denver. I have previously worked in a variety of areas including elementary and early childhood education in the Denver community, grant development, baking, high-altitude balloons, and am in the process of developing a new Femme in STEM initiative at DU that will engage and encourage young girls in the STEM fields. I am passionate about interdisciplinary collaboration, specifically where solutions can be found in the juxtaposition of art and music with business, government, or academia, hence my varied and sometimes disjointed experiences and interests. I have extensive tutoring experience at all levels, most recently as a Teaching Assistant with the UBC Department of Mathematics and with the Learning Effectiveness Program at DU tutoring students with learning differences in college math and economics. I also headed up a tutoring program partnering college students with elementary students to study math, reading, and writing. In 2012, I was selected as a Boettcher Scholar, the first from my high school. I am an avid music lover and book reader.

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Madeline’s Qualifications

Education & Certification

Undergraduate Degree: University of Denver - Bachelors, Mathematics

Graduate Degree: University of Denver - Masters, Business Statistics

Test Scores

ACT Composite: 35

ACT English: 35

ACT Math: 32

ACT Reading: 36

ACT Science: 36

GRE Verbal: 163


Books, movies, travel, zumba enthusiast

Q & A

What is your teaching philosophy?

I'm really excited about learning, and I like to bring that to my tutoring sessions. Calculus or ancient Egyptian mythology might not be the thing you devote your life to, but all learning has value and adds to our world view. It is my hope that my students leave our sessions with a solid foundational understanding that allows them to be more engaged with the subject and prompts at least one lingering question needing further discovery.

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

First off, we need to do a bit of the inane getting-to-know-you chatter. We're going to be working pretty closely together, so we need to establish some basic trust and knowledge about each other. After that, I like to dive right in. I find the sessions are more engaging on both sides if we continue to ask questions about each other as we go along and incorporate it into what we are learning.

How can you help a student become an independent learner?

We can run through a million example problems, but at some point the student needs to take the training wheels off and try something solo. At that point, they solve the problem or write the essay. Then we check and discuss it together. This gives students the confidence to work independently.

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