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## Algebra Tutors

Understanding the concepts of algebra is a basic requirement of all students in school. Every high school standardized test, college entrance exam, and graduation requirement mandates a certain level of knowledge in mathematics to be achieved. Any upper level math course is built on the basic foundations that a student learns in their algebra classes. Any student struggling in these preliminary courses should acquire the services of a qualified tutor immediately. We have expert math tutors that can assist students in any of the following algebra courses:

**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

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.

## Our Tutoring Service

We offer our clients only the very best selection of tutors. When you request a tutor for a certain subject, you get what you ask for. Our tutors are expertly matched to your individual needs based on the criteria you provide to us. We will provide you with the degrees, credentials, and certifications that each selected tutor holds. Equally important is the peace of mind we offer you knowing that each of our tutors has been cleared by a nation-wide criminal background check, a sexual predator check, and social security verification. We want you to have the same confidence in our tutors as we do.

## 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 |

## 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 |

## 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 |

## 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 |

## 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 |

## 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 |

## A Word From Previous Students and Parents

**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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**Stacey F.**

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**Phoenix, AZ**

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My daughter worked with Chad Bemis on Calculus and it was a complete success. We think she ended up with an A in the class and we are awaiting the AP scores however she feels she got a minimum of a 3 on the AP test. This is amazing considering that ...
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**Jill C.**

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**Orlando, FL**

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Caitlin made the honor roll for the first time ever this past quarter and I got to go to her first ceremony on Tuesday! She was so proud so I want to say thank you.
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