Award-Winning Geometry Tutors
serving Kennewick, WA

Teaching geometry as adjunct faculty at Washington State University gave Moayad a clear picture of which proof techniques and spatial reasoning skills trip students up most — particularly when problems layer angle relationships on top of triangle congruence or circle properties. His two math degrees mean he can unpack the formal logic behind each theorem while keeping the visual intuition front and center.

A Stanford math degree paired with a history PhD in progress means Najja toggles daily between formal mathematical reasoning and the kind of argumentative writing that underpins geometric proofs — making two-column and paragraph proofs feel less foreign to students who think of themselves as "not math people." He unpacks the logic behind circle theorems, triangle inequalities, and angle-side relationships by treating each theorem as a claim that needs evidence, much like a historical argument.

Proofs are usually the first place Geometry students feel lost — suddenly math requires written arguments, not just calculations. Alice teaches students to read diagrams like stories, identifying congruence relationships and angle properties that make each proof's logic visible. She treats every problem as a puzzle with a strategy to uncover, which turns Geometry's abstract side into something approachable.

Proofs are usually the first place geometry students feel lost, because suddenly math asks them to explain *why* something is true instead of just computing an answer. Cory tackles this by walking through the logic of congruence, similarity, and parallel-line theorems as a conversation — asking questions that lead a student to construct the argument themselves. That approach builds the deductive reasoning skills that carry well beyond the geometry classroom.

I am a professional scientist with multiple years of experience in the biopharmaceutical field. I have spent time in the classroom with elementary aged students and am comfortable with this age group. I am also familiar with AP classes and ACT/SAT preparation. I look forward to sharing my love of learning with students and helping them achieve academic goals!

An econometrics degree is built on modeling relationships between variables — and in geometry, that same instinct for structure kicks in when students need to see how angle relationships, congruence criteria, and parallel line properties connect inside a single diagram. Chica teaches students to read a geometric figure the way she'd read a dataset: identify what you know, figure out what's linked, and build toward the answer step by step. Rated 5.0 by students.

Proofs are usually where Geometry students panic, but the logic behind them is surprisingly close to building a written argument — something Avalon spent four years practicing in USC's honors reading and writing program. She applies that same structured reasoning to angle relationships, triangle congruence, and circle theorems, walking through each proof step by step.

Flying airplanes requires constant mental geometry — calculating descent angles, visualizing approach paths in three dimensions, and reasoning about distances and bearings on navigation charts. Jon's commercial aviation training at the University of North Dakota means he can ground abstract concepts like angle relationships and triangle properties in real-world spatial problems that make the material feel less theoretical. He's especially comfortable with the measurement and application side of the subject, where precision actually matters.

I am an undergraduate earning my Bachelor's degree in Electrical Engineering from the University of Washington. I have already earned my Associate's of Arts with honors through the running start program, and graduated high school as a Valedictorian. I have worked with Disability Resource Services in taking notes for students, and have also offered assistance with homework to other students. As an engineering student, I am able to use my experience to offer assistance with math. I am also able to tutor in chemistry since I have already completed the general chemistry series. I believe that education is extremely important in life, not only for the purpose of knowledge, but also for the determination and ambition that learning teaches us. Understanding concepts not only takes time, but also dedication. As a student who has also attended many tutoring hours, I have come to understand that concepts sometimes require different approaches to finally have that idea click.

Working with Varsity is flexible and fun. I worked for over 25 years as a civil engineer solving flooding problems and improving fish habitat. I changed careers to teaching math about five years ago. I have taught high school math from Algebra I to AP Calculus. I enjoy working with people to achieve their academic goals. When I am not doing math I like to sail, ski rock climb and cook. I look forward to meeting you!

I developed a strong interest in mathematics after high school, when Algebra 1 showed me the value of learning concepts step by step. I graduated from the University of Washington with a BA in Music Education, a minor in Music, and a K-12 Teaching Certificate, while also completing college-level coursework in Algebra, Geometry, Trigonometry, and Pre-Calculus. Later, I returned to school for mathematics certification and went on to teach math from 4th through 12th grade during a twenty-three-year career in public education. I hold a current Washington Teaching Certificate in K-12 Choral Music and 4-12 Mathematics. For the past six years, I have focused exclusively on online math instruction, helping students with coursework, test preparation, and confidence-building through clear, logical explanations.

I'm a tutor who loves the moment when a concept finally clickswhether that's solving a calculus problem or debugging a first Python script. With experience teaching math from elementary to college level and professional training in full-stack development, I help students build confidence alongside competence in both math and programming. At Mathnasium, I worked with groups of 4-6 students at different levels, learning to adapt quickly to different learning styles. I bring that same flexibility to teaching HTML, CSS, JavaScript, Python, and other programming languages. I don't just give answersI guide students to discover solutions themselves because that's what sticks. Whether it's explaining why a for-loop isn't working, walking through derivatives, preparing for the SAT, or building a first web page, I focus on understanding over memorization. I'm patient but direct, and I adjust my approach based on what's actually working for each student. My goal is simple: make learning feel achievable, not intimidating, and give students tools they can use long after our sessions end.

A chemistry major at Harvard, James is used to thinking in three dimensions — molecular geometries, orbital shapes, bond angles — which gives him a natural fluency with the spatial reasoning geometry requires. He tackles circle theorems and polygon properties by encouraging students to sketch, label, and reason through diagrams before jumping to formulas, building the kind of geometric intuition that makes even multi-step problems feel manageable. Rated 4.9 by students.

Proofs are where most geometry students freeze up — the leap from calculating angles to constructing logical arguments feels like a different subject entirely. Paula bridges that gap by connecting each theorem back to something visual and concrete, whether it's triangle congruence or parallel line relationships. Her psychology background gives her a sharp read on where a student's reasoning breaks down.

Cornell's biological engineering program threw Mary into years of modeling physical systems — fluid flow through channels, stress on biomaterials, device dimensions — all of which demand precise geometric reasoning about shapes, cross-sections, and spatial relationships. She brings that practical fluency to topics like circle theorems, properties of quadrilaterals, and area-volume calculations, making abstract definitions feel grounded in real measurement. Rated 5.0 by students.

Most geometry struggles aren't about the shapes — they're about constructing logical arguments. Writing a two-column proof or reasoning through circle theorems requires a style of thinking that Justin, trained in mathematical proof at both the undergraduate and doctoral level, breaks down into concrete steps. He treats each theorem as a claim that needs defending, which builds reasoning skills students carry into every future math class.

Proofs are usually the part of geometry that makes students want to quit, but they're also the part that teaches the most transferable thinking skills. Benjamin approaches geometric proofs as structured arguments — each statement needs evidence, each step needs justification — which clicks especially well for students who think verbally. His background spanning both math and writing makes him effective at bridging that gap between visual intuition and formal reasoning.

Proofs are usually where geometry stops feeling intuitive and starts feeling arbitrary. Anthony approaches them as logical arguments rather than rote templates, drawing on his background in math and philosophy to teach students how to construct reasoning step by step. His 5.0 rating speaks to how well that approach clicks.

Theater training builds a surprising skill for geometry: Amber's background in staging and set design means she's used to thinking about space, angles, and spatial relationships in practical, visual terms — which translates directly to topics like transformations, reflections, and symmetry. She teaches students to sketch and annotate diagrams before jumping into calculations, turning abstract problems into something they can actually see and reason through. Rated 5.0 by students.

Proofs are usually the first time a geometry student has to explain *why* something is true, not just calculate an answer. Vansh teaches proof-writing as a logical argument rather than a mysterious format, walking through triangle congruence, parallel-line theorems, and circle properties with enough patience to make the reasoning feel natural.

Proofs are where most geometry students start to struggle, because suddenly math requires building logical arguments instead of just computing answers. Margaret's background in both computer science and political science at Stanford means she thinks in structured logic all day — and she brings that same rigor to angle relationships, congruence, and circle theorems.

Proofs are usually the make-or-break moment in geometry, and Brian teaches students to construct them by thinking like a detective — identifying what's given, what's needed, and which theorems bridge the gap. His Caltech training in analytical reasoning sharpens how he explains congruence, similarity, and circle theorems, turning proof-writing from intimidating to methodical.

Proofs are usually where geometry students start to struggle, because the logic feels completely different from arithmetic. Judah approaches each proof as a puzzle, teaching students to identify the given information, spot congruence or similarity relationships, and build an argument step by step. He's patient enough to let the reasoning click on its own.

Proofs are usually the first place geometry students get stuck, because suddenly math requires constructing an argument instead of computing an answer. Samuel's background in algorithmic and combinatorial thinking — he served as a teaching assistant for a discrete math course — translates directly to teaching logical reasoning, from triangle congruence proofs to circle theorems.