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## Algebra Tutors

Success in math class enables students to be successful in many courses. Understanding the basic concepts of Algebra has an impact on chemistry, physics, engineering, technology, computer sciences, etc. Students in middle school through high school must complete pre-algebra and algebra to graduate. Taking algebra courses is a necessary part of a student’s education. It is very important for a student struggling in one of these areas to provide them with the help they need; sometimes that answer to helping them is to hire a private tutor. We can provide a private math tutor in the following algebra classes:

**Pre-algebra** - Pre-algebra is a common name for a course in middle school mathematics. In the United States, it is generally taught between the seventh and ninth grades, although students have taken this course as early as fifth or sixth grade. The objective of pre-algebra is to prepare the student to the study of algebra. Pre-algebra includes several broad subjects: Review of natural- and whole-number arithmetic; introduction of new types of numbers such as integers, fractions, decimals and negative numbers; Factorization of natural numbers; Properties of operations (associative, distributive and so on); Simple roots and powers; Rules of evaluation of expressions, such as operator precedence and use of parentheses; Basics of equations, including rules for invariant manipulation of equations; Variables and exponentiation. Pre-algebra often includes some basic subjects from geometry, mostly the kinds that further understanding of algebra and show how it is used, such as area, volume, and perimeter. Wikipedia Pre-algebra.

**Algebra I & II** - Algebra is a branch of mathematics concerning the study of structure, relation, and quantity. Together with geometry, analysis, combinatory, and number theory, algebra is one of the main branches of mathematics. Elementary algebra is often part of the curriculum in secondary education and provides an introduction to the basic ideas of algebra, including effects of adding and multiplying numbers, the concept of variables, definition of polynomials, along with factorization and determining their roots. Algebra is much broader than elementary algebra and can be generalized. In addition to working directly with numbers, algebra covers working with symbols, variables, and set elements. Addition and multiplication are viewed as general operations, and their precise definitions lead to structures such as groups, rings and fields. Wikipedia Algebra

**Abstract Algebra** - Abstract algebra is the subject area of mathematics that studies algebraic structures, such as groups, rings, fields, modules, vector spaces, and algebras. The phrase abstract algebra was coined at the turn of the 20th century to distinguish this area from what was normally referred to as algebra, the study of the rules for manipulating formulas and algebraic expressions involving unknowns and real or complex numbers, often now called elementary algebra. The distinction is rarely made in more recent writings. Contemporary mathematics and mathematical physics make intensive use of abstract algebra; for example, theoretical physics draws on Lie algebras. Subject areas such as algebraic number theory, algebraic topology, and algebraic geometry apply algebraic methods to other areas of mathematics. Representation theory, roughly speaking, takes the 'abstract' out of 'abstract algebra', studying the concrete side of a given structure; see model theory. Wikipedia Abstract Algebra

No matter the level of the algebra course that the student is taking, we have expert tutors available and ready to help. All of our algebra tutors have a degree in mathematics, science, or a related field (like accounting). We are so confident in our algebra tutors that you can meet with them for free. Just ask your tutoring coordinator about our Meet and Greet program.

## New York Tutors

New York City parents expect the very best in private tutoring services, and our tutors exceed their expectations every time! Our NYC tutors are among the best in the country and we are proud to offer them to you. We service all of the NYC area-Manhattan, Brooklyn, Bronx, Yonkers, Long Island-and all surrounding areas. Results-oriented and compassionate New York City tutors are available now to help your child reach his or her full potential. We know that parents know their child best, so we work with you to insure the tutoring is enjoyable and efficient.

Our highly customized service means that you determine exactly who your tutor will be, where the tutoring will take place, and for how long. We have been providing tutoring services to NYC students for many, many successful years. Our reputation as a premium service is evident in the hundreds of testimonials we have received from parents, students, and schools across the state of New York.

## Our Tutoring Service

Every Advanced Learners tutor is a highly qualified, college-degreed, experienced, and fully approved educator. You can feel secure knowing that each tutor has been thoroughly pre-screened and approved. We have stringent requirements for all of our tutors. We require a national background check, a personal interview, and both personal and professional references of each applicant. We select only the very best tutors for our clients to choose from. Your personalized list of matched tutors will include professionals specifically suited to your child’s current academic needs. The backgrounds of our tutors are varied and their experience diverse, but the common factor is the passion for learning and education that they all share. As our client, you have the opportunity to review and speak with as many tutors as you wish until you find the right match for your student.

## Here Are Some Of Our Algebra Tutor Profiles

## Paul P

### Teaching Style

I am passionate about teaching, and love to work with school age and college level students to help them achieve their academic goals. I am available to help students learn and grow academically. My teaching style is facilitative, patient, easygoing and helpful. I strive to create a productive, safe, and caring environment for my students, where their learning experience is nurtured and productive. I have had the awesome privilege of being educated by many phenomenal teachers, and I believe in providing the same quality of teaching to all my students. It is my goal to make a profound difference in the lives of each of my students - one which help them to become successful adults in a complex business world.

### Experience Summary

As a secondary school and college level teacher, I am passionate about helping my students succeed academically. Having earned two bachelors degrees (A Bachelor of Education in Secondary Education and a Bachelor of Science in Computer Science/Mathematics), and a Master of Business Administration degree (GPA of 3.81/4.00), I have the academic and professional competencies which enable me to produce positive outcomes in a teaching environment. During the last 2 years, I have tutored students in Statistics, Mathematics, Biostatistics, and English. Also, I have taught for more than 8 years at the college level, teaching such subjects as Math, Information Technology, and Management Information Systems.

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

Degree | Business Administration | Bellevue University | MBA | 2005 |

Certification | Secondary School Teacher | Newfoundland Department of Education - Canada | Secondary Education | 1985 |

Degree | Secondary Education | Memorial University | B. Ed | 1984 |

Degree | Computer Science/Mathematics | Memorial University | B. Sc. | 1984 |

## 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 |

## 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 |

## 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 |

## Redha R

### Teaching Style

I teach by example and I am methodical. I show a student how to solve a problem by going very slowly and by following a sequence of steps. I make sure that the student follows understands each step before moving on to the next one. I then ask the student to solve almost the exact same problem (with a slight change in numbers for example)so that the student learns the method and how to solve the problem by herself/himself. I am very patient but expect the student to be willing to learn. I tell students that learning a subject matter is more important than getting an A in a class - this is because 1. if you learn, chances are you won't forget (at least for a long while) and 2. you will get a good grade as a result.

### Experience Summary

I have been employed by the IBM corporation for the last 27 years. I held numerous positions in hardware development, software development, telecommunication network development, project management, solution architecture, performance analysis, and others. As much as I enjoy my job, I have passion in Mathematics. I develop new ideas related to my work and expand them into U.S. patents and external technical papers. I informally tutor family and friends attending high school or college. I was a Mathematics teaching assistant at the Univ. of Pittsburgh for 2 years and at the Univ. of Michigan at Ann Arbor for 3 years. I love teaching and sharing my knowledge with others. I have published numerous technical papers and hold numerous U.S. patents as well.

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

Other | Arabic | Native speaker | Fluent | current |

Other | French | Native speaker | Fluent | current |

Degree | Electrical Engineering | Univeristy of Michigan | P.h.D | 1990 |

Degree | Electrical Engineering and Mathematics | University of Pittsburgh | M.S. | 1982 |

Degree | Computer Science and Mathematics | Univerisity of Pittsburgh | B.S. | 1980 |

## 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 |

## 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 |

## 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

**Nicole R.**

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**Hixson, TN**

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I am very pleased with the quality of Kristi's skills. She works well with Easton and he enjoys his time with her. He actually looks forward to his session! I have seen a great deal of progress over the summer.
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**Roger R.**

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**Montverde Academy, Montverde, FL**

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I have enjoyed our association with Advanced Learners because they have come through for us in meeting our tutoring needs many times in the past and our students have benefited greatly from their help and guidance.
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**Amy Bekemeyer**

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**Director of Counseling & Academic Advising, Montve**

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