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## Algebra Tutors

Pre-Algebra, Algebra 1, and Algebra 2 all require you to master new math skills. Do you find solving equations and word problems difficult in Algebra class? Are the exponents, proportions, and variables of Algebra keeping you up at night? Intercepts, functions, and expressions can be confusing to most Algebra students, but a qualified tutor can clear it all up! Our Algebra tutors are experts in math and specialize in helping students like you understand Algebra. If you are worried about an upcoming Algebra test or fear not passing your Algebra class for the term, getting an Algebra tutor will make all the difference.

**Pre-algebra ** - The goal of Pre-algebra is to develop fluency with rational numbers and proportional relationships. Students will: extend their elementary skills and begin to learn algebra concepts that serve as a transition into formal Algebra and Geometry; learn to think flexibly about relationships among fractions, decimals, and percents; learn to recognize and generate equivalent expressions and solve single-variable equations and inequalities; investigate and explore mathematical ideas and develop multiple strategies for analyzing complex situations; analyze situations verbally, numerically, graphically, and symbolically; and apply mathematical skills and make meaningful connections to life's experiences.

**Algebra I **- The main goal of Algebra is to develop fluency in working with linear equations. Students will: extend their experiences with tables, graphs, and equations and solve linear equations and inequalities and systems of linear equations and inequalities; extend their knowledge of the number system to include irrational numbers; generate equivalent expressions and use formulas; simplify polynomials and begin to study quadratic relationships; and use technology and models to investigate and explore mathematical ideas and relationships and develop multiple strategies for analyzing complex situations.

**Algebra II ** - A primary goal of Algebra II is for students to conceptualize, analyze, and identify relationships among functions. Students will: develop proficiency in analyzing and solving quadratic functions using complex numbers; investigate and make conjectures about absolute value, radical, exponential, logarithmic and sine and cosine functions algebraically, numerically, and graphically, with and without technology; extend their algebraic skills to compute with rational expressions and rational exponents; work with and build an understanding of complex numbers and systems of equations and inequalities; analyze statistical data and apply concepts of probability using permutations and combinations; and use technology such as graphing calculators.

**College Algebra ** – Topics for this course include basic concepts of algebra; linear, quadratic, rational, radical, logarithmic, exponential, and absolute value equations; equations reducible to quadratic form; linear, polynomial, rational, and absolute value inequalities, and complex number system; graphs of linear, polynomial, exponential, logarithmic, rational, and absolute value functions; conic sections; inverse functions; operations and compositions of functions; systems of equations; sequences and series; and the binomial theorem.

For most students success in any math course comes from regular studying and practicing habits. However, Algebra class can be a foreign language for many students. Whether you are in need of a little extra help or someone who can teach the subject from scratch, hiring a professional tutor with a strong background in mathematics can make a dramatic impact on a student’s performance and outlook on all future course work.

## High School Tutors

As soon as your student begins high school the pressure is on. Many students find the transition into high school rough. When every grade counts towards a scholarship or college acceptance, starting high school on the right foot and staying on solid ground can be a struggle for many students. Do not wait to hire a tutor when you see your student struggling! Hiring a professionally educated, experienced, and qualified tutor can save many stressful nights of studying and test preparation anxiety. A commitment to your student’s education doesn’t have to be a costly one; our high school tutors work around your schedule and we work with your budget.

## Manhattan Tutors

When we get a call from Manhattan, we listen. These residents take their education very seriously and so do we! Manhattan boasts 70,595 residents per square mile. Mid-town Manhattan is the largest central business district in the United States. Manhattan is home to some of the most prestigious schools from Montessori, high schools, Prep schools, and colleges in the country. Over 52% of the population holds a bachelor’s degree or higher. As a city with students of all ages, we have cultivated an elite group of tutors to help students with any subject necessary. Our highly customized service means that you determine exactly who your tutor will be, where the tutoring will take place, and for how long. Our reputation as a premium service is evident in the multitude of testimonials and referrals we have received from parents, students, and schools throughout the New York City area.

## Our Tutoring Service

We believe that one-on-one, personalized, in-home instruction is the most effective way for students to focus on academic improvement and build confidence. We know that finding you the best tutor means more that just sending a qualified teacher into your home. We provide our clients access to the largest selection of highly qualified and fully screened professional tutors in the country. We believe that tutoring is most effective when the academic needs of the student are clearly defined. Our purpose is to help you clarify those needs, set academic goals, and meet those goals as quickly and effectively as possible. Using a tutor should be a positive experience that results in higher achievement and higher self-confidence for every learner.

## Here Are Some Of Our Algebra Tutor Profiles

## Davorin D

### Teaching Style

From my tutoring experience, I have noticed that students have trouble understanding the meaning of numbers and symbols on paper simply because no one has taught them how to visualize and interpret them in a real world situation. They also don't realize that they have plethora of resources and tools available to them to help them, yet they rarely utilize them. I try to give hints and clues to my students and let them obtain the right answers on their own instead of simply solving the problem for them. I believe this gives them a much better understand of the material.

### Experience Summary

Having recently graduated with a Bachelor's degree, I am continuing my education to obtain my Master's degree in mathematics. Number Theory will be my focus, as I intend to get involved in the encryption field. During my senior year as undergraduate, I have worked on campus as a teacher's assistant and at home as an online tutor for UNCG's iSchool program. I have privately tutored undergraduates needing help in pre-calculus and calculus. I enjoyed helping the students and showing them some of my own tricks and ways when it comes to solving the problems.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Mathematics with Concentration in Computer Science | University of North Carolina at Greensboro | BS | 2007 |

## Gary G

### Teaching Style

My teaching style has been, for the most part, dictated by student response. I am comfortable teaching in a traditional lecture format, in a format that uses a cooperative learning approach exclusively, or in a hybrid format. The goal is for effective learning to take place, and I believe my strongest quality is to be able to adapt in such a way that best helps students reach their academic goals.

### Experience Summary

For eight years, I taught freshman and sophomore-level mathematics courses at Arizona State University. These courses included College Algebra, Pre-Calculus, Calculus, Finite Mathematics, and Elementary Mathematics Theory. Additionally, I have tutored students in these courses both in the Mathematics Department Tutor Center, and on my own personal time.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Mathematics | Southern Illinois University | MS | 1999 |

Degree | Mathematics | Allegheny College | BS | 1996 |

## Veronica V

### Teaching Style

I love teaching and the reward that it brings. I am a step-by-step oriented teacher. I've had many students return saying how my style of teaching continues to help them in their current studies. In my 14 years of experience, I've learned that many students learn with many different styles. I believe that every child can learn; however, the teacher must reach them at their level. If I have a good understanding of where the student is academically, I can help them to grow academically.

### Experience Summary

I've taught middle school for 14 years. My goal in becoming a teacher was to reach those students who had, somehow, fallen through the cracks of education. I taught at a drop-out-prevention school for 7 years. During those years, my student scores continuously rose. I taught 7th and 9th grade at this school. I transferred to a different middle school where I taught 6th & 7th grade for two years and the remaining five years, I taught Pre-Algebra and Algebra 1. I began to tutor after school during my first year to struggling students. I was also listed on the school boards list of tutors. I also worked at an after-school program. During these years, I tutored second graders and up to mathematical levels of geometry, Algebra 1 and Algebra II.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Certification | Mathematics | In-service | grades 5-8 | current |

Degree | Mathematics Education | Florida State University | BS | 1993 |

## Dara D

### Teaching Style

I believe in my students and their abilities to learn and synthesize their experiences. My students learn their subjects because I provide a variety of techniques to command their attention. I believe teaching is not just about giving students information but about reaching students who might "get lost" in the system without a guide and friend to help them along.

### Experience Summary

I have taught for over ten years in the public school system and learned how to "connect" with students. I have taught physics, chemistry, and mathematics at the high school level, and I have a wide range of teaching experiences in those fields. I have taught AP, honors, and standard classes. Using interesting movies followed by a lab to reinforce the concept is one of the ways I have used to reach students and make a difference in their lives.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Certification | Physics 6 - 12 | State of Florida | 9 credit hours | current |

Degree | Mathematics | University of Central Florida | M.S. | 1993 |

Degree | Physics | University of Central Florida | B.S. | 1990 |

## Ashley A

### Teaching Style

First and foremost, I believe it is important to establish a trusting relationship with those you teach. Throughout my experiences in the field of education, I have found the most fruitful of those relationships to be those in which I was able to work with a student or group of students regularly over an extended period of time to develop a routine and a strong relationship in which great amounts of learning and understanding could be accomplished. Although many people experience obstacles in learning Mathematics, I believe that by presenting multiple ways to approach a problem, every student can find a method that works for them. Every student should be allowed the resources and opportunity to realize that they CAN achieve their goals. I am here to help students who have had difficulty with Math in the past to succeed, and feel confident in both their abilities in Math, and in life.

### Experience Summary

As a student, I was always committed to learning and to achieving my goals. As a teacher and tutor, I strive to help others share the same love for learning and for understanding as I do. Now, I help others set goals, and work toward achieving them. I have worked with all ages, all ability levels, and various sized groups and have enjoyed each and every experience. In the past, I have primarily tutored in the subject of Mathematics, but am also trained by the Literacy Council to tutor reading and writing, and have enjoyed volunteering with that organization as well. I believe that I can help anyone enjoy and understand math, and help them feel better about themselves for it.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Mathematics | UNC Chapel Hill | BA | 2005 |

## Robert R

### Teaching Style

I’ve always been interested in the application of math and science to the solution of real world problems. This led me to a very satisfying career in engineering. Therefore my approach to teaching is very application oriented. I like to relate the subject to problems that the students will encounter in real life situations. I've generally only worked with older students; high school or college age or older mature adults who have returned to school to get advance training or learn a new trade.

### Experience Summary

I’ve always been interested in math and science; especially in their application to solving real world problems. This led me to a very satisfying career in engineering. I have a BS in electrical engineering from General Motors Institute (now Kettering University) and an MS in electrical engineering from Marquette University. I am a registered professional engineer in Illinois. I have over 30 years of experience in the application, development, and sales/field support of electrical/electronic controls for industrial, aerospace, and automotive applications. I’m currently doing consulting work at Hamilton-Sundstrand, Delta Power Company, and MTE Hydraulics in Rockford. I also have college teaching and industrial training experience. I have taught several courses at Rock Valley College in Electronic Technology, mathematics, and in the Continuing Education area. I’ve done industrial technical training for Sundstrand, Barber Colman, and others. I’ve also taught math courses at Rasmussen College and Ellis College (online course). I’ve also been certified as an adjunct instructor for Embry-Riddle Aeronautical University for math and physics courses. I've tutored my own sons in home study programs. I'm currently tutoring a home schooled student in math using Saxon Math. I hope to do more teaching/tutoring in the future as I transition into retirement.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Electrical Engineering | Marquette University | MS | 1971 |

Degree | Electrical Engineering | GMI (Kettereing University) | BS | 1971 |

## Lori L

### Teaching Style

I believe that students are wary of mathematics and statistics because they appear clinic and distant, with little to do with the “real” world. To educate I try to create dynamic and above all relevant “uses” for the lessons. My experiences have exposed me to different teaching styles and class formats and allowed me to develop a teaching philosophy that encompasses the best of all these methods. My philosophy is best described with reference to six primary concepts: 1. Knowledge conveyed in a relevant context 2. Interaction with each student and the material 3. Passion for teaching and the subject 4. Adaptability 5. Creativity in teaching methods and 6. Respect between the student and the teacher All students seek knowledge; it’s the teacher’s role to facilitate learning and guide them along the path. A successful lesson is one in which the student comes out seeing the world a little differently.

### Experience Summary

During my education and career, the teaching of others has featured prominently in my personal goals and life objectives. While attending high school, I tutored fellow students professionally in subjects ranging from basic algebra to complex calculus. My undergraduate degree was in the field of Mathematics and Statistics with an additional biological statistics certificate and at present I am completing my Masters of Science in statistics. My understandings of these fields lead to my recruit by a number of professors and researchers to provide assistance and advisement on statistical analysis of their projects. In addition to assisting my professors, I was also selected to be a Graduate Teaching Assistant, and was also selected to conduct "stand alone" courses. I have a strong passion for these subjects and I believe my years of teaching experience have given me the insight, patience and ability to convey the complex world of mathematics and statistics to my students.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Statistics | University of North Florida | Master's of Science (ABD) | 2008 |

Certification | Biostatistics | University of West Florida | Accredited | 2006 |

Degree | Mathematics | University of West Florida | Bachelor's of Science | 2006 |

## Lucille L

### Teaching Style

My students know I love math. I am enthusiastic, patient, and caring. I believe everyone can learn math given the right circumstances. I take interest in my students, I email them, I encourage them to do their homework. Through this personal interest, my students work to please the teacher. I also use different teaching styles: discovery learning, Look-Do-Learn, one-to-one instruction, critical thinking. Once a student, always a student for me. I go the extra mile.

### Experience Summary

From an early age I loved math and so when I graduated with a BA in Math and Latin, I went straight into teaching math at the high school level. During graduate school years, I taught math at the University of Toronto. While working with computer programming, I taught math in the evening division of Westbury College in Montreal. I have taught math in different countries: Jamaica, Canada, U.S. Virgin Islands, Nigeria-West African Educational Council, The Bahamas, and Florida.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Math | University of Toronto | M.Sc. | 1966 |

## A Word From Previous Students and Parents

**Kelley W.**

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**Clearwater, FL**

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I wanted to thank you very much for the service you provide. Jason was a HUGE help to Jeremy. He was finally able to pass the class! It really helped him in more ways than you know to be able to be successful. Thank you to your company and to Jason!
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**Judy L.**

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**Clermont, FL**

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Thought I would share Jean's grades with you. The last numbers are her grades at mid term this final nine weeks!! She has come up on five grades. I know you are a HUGE part. I want to thank you so much.
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**Dorota M**

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**Clearwater, FL**

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I wanted to let you know that Lisa Johnson did an outstanding job with Julian and we see his grades going up. I would strongly recommend her to anyone looking for a tutor in chemistry or math.
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