Math is a language; it is creative, intuitive and serves a purpose. As a tutor I will help you master it with the fewest formulas to memorize and the most conceptual understanding, so that you will not forget everything a year later or blank out during an exam. This is the learning approach I used as an engineer in Italy, as an MBA student at CUNY, and in my PhD coursework at Cornell University. Also, it is the same approach I successfully shared as a teacher with math students of the Bronx Community College and Operations Management students of Baruch College and the Cornell Graduate School. Whether statistics, management or psychology majors, or new freshmen, they usually are able to grasp the "grammar rules" of a linear algebra problem before I proceed to formally state the theorem to be applied.
While I continue today with my research work on probability models and my full-time college teaching, I enjoy guiding high school or older students, and middle school students beyond their grade level, through most mathematical subjects, statistics, management, and test prep. Now a long time New Yorker, I also enjoy the city by bike and the occasional getaway by hike, kayak, or cross country skis. I enjoy traveling, healthy cooking, and sharing the culture and language of my home country, Italy, with students and friends from all over the world.
Education & Certification
Graduate Degree: CUNY Bernard M Baruch College - Masters in Business Administration, Decision Sciences
Graduate Degree: Cornell University - Masters, Management
GRE Quantitative: 800
Travel, cooking, health, any sport and activity under the sun or above the snow!
10th Grade Math
11th Grade Math
12th Grade Math
8th Grade Math
9th Grade Math
GMAT Integrated Reasoning
Technology and Coding
What is your teaching philosophy?
I believe a student should learn math just like a toddler learns to speak. This can be achieved by exposing the student to a vast array of problems and solutions, promoting an intense interaction with the instructor and lots of questioning on both sides, and avoiding memorizing case-specific tricks in favor of an understanding of more general rules and the proofs and intuition behind them. I believe this inductive approach to be much more effective than the classic deductive classroom approach, especially in the one-on-one tutoring setting.