Having served as a TA for honors coursework at VCU while carrying a heavy quantitative load across math and science, Alisha knows how to break down the conceptual leaps that trip students up in pre-calculus — especially the shift from manipulating equations to reasoning about function behavior, domain restrictions, and transformations. She zeroes in on building that bridge between algebra mechanics and the more abstract thinking calculus will demand. Her 34 ACT confirms the math fluency behind her teaching.

A PhD track in engineering design at Virginia Tech and an applied math degree from UCLA mean Professor Florence has spent decades on both sides of pre-calculus — the pure theory and the real-world modeling it feeds into. She zeroes in on the algebraic-to-functional thinking shift, particularly how polynomial end behavior and rational function asymptotes connect to the engineering problems where she's actually used them. Her 4.6 rating across 67 subjects reflects a teaching range few tutors can match.

Biochemistry at Boston College and graduate biomedical research at Tufts meant Hunter spent years relying on the exact skills pre-calculus builds — manipulating exponential models for reaction kinetics, working through logarithmic relationships in pH calculations, and applying trigonometric reasoning in physics prerequisites. He tackles the course by connecting each new function family to the algebra students already feel confident in, then showing concretely where it leads in calculus. Holds a 5.0 rating from students.

After Princeton and a stint at Google, Rick returned to academia to pursue a PhD in Psychology — but his geosciences background means he's spent serious time with the polynomial modeling, trigonometric applications, and function analysis that form the backbone of pre-calculus. He teaches these concepts by connecting them to the quantitative reasoning he used in both tech and earth science, making the jump from algebraic manipulation to functional thinking feel like a natural progression rather than an abstract leap.

I graduated from the University of North Carolina at Chapel Hill with a Bachelor of Science in Physics. I work with students in a variety of subjects, including Math, Physics, and Chemistry. I have experience working with students on the Autism spectrum and with ADHD.

The leap from Algebra 2 to Pre-Calculus catches many students off guard — suddenly they're juggling trigonometric identities, polar coordinates, and parametric equations all at once. Joseph approaches each unit by anchoring it to the graphing and function analysis skills students already have, so new material builds logically rather than feeling like a pile of disconnected formulas.

Every calculus concept Artem tackles in his electrical and computer engineering program at NC State traces back to something in pre-calculus — the behavior of rational functions, the mechanics of trigonometric graphs, the logic of composite and inverse functions. He teaches these topics as someone who's actively building on them in upper-level coursework, which means he can pinpoint exactly where a shaky understanding will cause trouble later. Holds a 34 ACT and a 5.0 student rating.

Jenna's master's in math education means she's studied how students actually learn the leap from algebra to calculus — and pre-calculus is exactly where that transition happens. She zeroes in on the conceptual shifts that trip people up, like moving from solving equations to analyzing how entire function families behave under transformations and compositions. Her statistics background also gives her a practical angle on sequences, series, and the data-driven modeling that many pre-calc courses now emphasize.

I am an interdisciplinary educator with an Ed.M. from the Harvard Graduate School of Education and a B.A. from Dartmouth College. My background is primarily in integrated arts learning and museum education and I specialize in visual arts, history and art history, and object-based learning. In all subjects, I take a creative, inquiry-based and learner-centered approach, designing opportunities for each unique individual to meet their learning goals.

I'm not tutoring or buried in my textbooks, you will either find me rock climbing at the Triangle Rock Club, playing Ultimate Frisbee, working on my car, or enjoying the great outdoors (beaches, mountains, forests--you name it, I love it). On rainy weekends I enjoy tinkering with computers and old electronics, playing Pokemon, or picking at my guitar.

I am a recent graduate from a masters program in biostatistics at Columbia University. I received my Bachelor of Arts in biological sciences, with a focus in neurobiology at Northwestern University. In August, I will be starting a doctoral program in biostatistics at NYU. I was a teaching assistant at Columbia University in my department and also have tutored graduate students and undergraduates privately as well. My primary areas of tutoring are math and statistics coursework in addition to math sections on standardized tests such as the GRE and GMAT. I am very passionate about helping students feel more confident and excited about math. In my spare time, I enjoy running, playing piano, and spending time with friends and family.

I am a graduate of Wesleyan University, where I received my Bachelor of Arts in Sociology with High Honors. With eight years of experience working in education, I've tutored students in math, science, history, and English, as well as helped students prepare for standardized tests. I've guided adults towards passing the US Citizenship Exam and taught English in India, where I lived for six months. Whenever I work with a student I personalize the lessons to fit their particular learning style, since I know every student is unique and having the right fit can make all the difference in making learning fun and effective. My strengths are tutoring the social sciences and humanities, as well as making math and standardized tests approachable to students that normally don't like those subjects. In my spare time I like traveling, spending time in the outdoors (climbing & backpacking), meditation, and playing soccer. Next fall I will be beginning my PhD in Education at Harvard University.