Most algebra frustration comes from one place: students learn procedures without understanding what the equation is saying. Thomas teaches students to read an equation like a sentence — what's known, what's unknown, and what relationship connects them — so that factoring, solving linear systems, and working with inequalities feel like reasoning rather than memorization. He's rated 5.0 across his subjects.

The jump from arithmetic to algebra trips up students who've never had to think about why math rules work — suddenly they're solving for unknowns, graphing linear equations, and factoring polynomials. Jasmine's approach is meticulous and patient, building each algebraic concept from concrete examples before moving to the abstract. Her 5.0 rating speaks to how well that method clicks with students.

Most algebra struggles come down to one thing: students learn to mimic steps without understanding what the symbols actually represent. Andrea tackles that head-on — when she teaches solving systems of equations or factoring quadratics, she makes sure students can explain the logic of each step, not just reproduce it. Her mathematics degree gives her the depth to answer the 'why' questions that textbooks often skip.

Most Algebra struggles come down to one thing: students learn steps without understanding what the symbols actually mean. Neil digs into the logic behind solving equations, working with inequalities, and graphing linear relationships so that each new topic feels like an extension of something a student already knows. He honed this approach teaching and mentoring students at a prefreshman engineering program, where making abstract math concrete was essential.

One thing that trips students up in algebra is treating equations like arbitrary rules instead of logical puzzles with consistent structure. Jett tackles that head-on — whether the topic is factoring quadratics, solving systems, or simplifying rational expressions, he walks through the reasoning behind each step so students can self-correct when they get stuck. His engineering training at UT Austin means algebraic manipulation is second nature to him.

A solid grip on algebra — factoring, manipulating rational expressions, solving systems — is something Beau reinforces every time he writes code or models a problem in his UT Austin computer science courses. He teaches students to read equations as logical statements rather than mysterious strings of symbols, which makes techniques like completing the square or working with inequalities feel far more intuitive.

Working with elementary students in an extended school day program, Lianna sees firsthand where early math gaps — especially around translating word problems into equations — create roadblocks once algebra arrives. Her political science coursework at UNT demands constant work with data, variables, and logical argumentation, skills she channels into teaching students how to break down expressions and solve step-by-step. Rated 4.8 by students.

My favorite part of tutoring is what I call the light bulb moments. These are the moments when a topic makes sense to a student, and if we were in a cartoon, a light bulb would appear over their head. And this is usually the moment when students believe that I don't have more talent in the subject that them; I simply have more practice. I graduated with my Master of Science in Analytical Chemistry from Texas Tech University in 2011, and have tutored students in chemistry and math since 2002. In addition to tutoring, I have taught both as a TA and as an adjunct professor, at the University of Washington, Texas Tech, and the University of the Incarnate Word. I have taught chemistry labs (general, analytical, and nursing chemistry), general chemistry I and II, and first semester nursing chemistry. In my free time, I enjoy reading, crafting, and walking. I am currently working on making my first bed size quilt and have completed the San Antonio Rock n Roll half marathon twice.

I enjoy helping others realize their potential and making the impossible possible. Everyone can reach their goals, and it is my goal to help you reach yours! Math is my favorite subject, and I have even participated in competitions for it. I hope to help others fall in love with math as well.

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.