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I am currently working towards a B.S. in mathematics with a focus on foundations at the University of Arizona. I have been tutoring for four years, and am the University of Arizona MathCats Vice President of Education, organizing the clubs co-operation with the Tucson Unified School District to provide free tutoring to low income students. In the past I have tutored mathematics from the 6th to 12th grade level, as well as abstract algebra, calculus, topology, finite mathematics, and set theory. Proofs are my passion; I often have my nose in the latest math texts.

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Christopher’s Qualifications

Education & Certification

Undergraduate Degree: University of Arizona - Bachelor of Science, Mathematics


RPGs, mathematics research, reading

Tutoring Subjects


Algebra 3/4

AP Calculus AB

AP Calculus BC

Applied Mathematics



Calculus 2

Calculus 3

College Algebra

College Political Science

Differential Equations

Discrete Math

Elementary School

Elementary School Math

Finite Mathematics


IB Economics

IB Further Mathematics

IB Further Mathematics HL

IB Mathematical Studies

IB Mathematical Studies SL

IB Mathematics

IB Mathematics HL

IB Mathematics SL

IB Philosophy

IB Theory of Knowledge


Middle School Math


Philosophical Ethics


Political Science


Quantitative Reasoning

SAT Math

SAT Mathematics

Social Sciences



Q & A

What is your teaching philosophy?

Mathematics is conceptual. Many teachers focus on computation, which many students struggle to keep track of all the details of. By teaching the conceptual framework that underlies the computation, rote memorization becomes unnecessary.

What might you do in a typical first session with a student?

When I meet a student for the first time, I like to take a look at the syllabus, the table of contents of the book they are using, and a recent test, if they have one. I also like to ask questions about their current understanding.

How can you help a student become an independent learner?

The best way to learn mathematics, either with a tutor or by oneself, is to focus on concepts.

If a student has difficulty learning a skill or concept, what would you do?

If a student has difficulty learning a skill or concept, I normally ask them to explain related concepts as well as they can to me.

What strategies have you found to be most successful when you start to work with a student?

When I start working with a student, I find that they often enjoy hearing about the underlying structure that makes the math they are learning work.

What techniques would you use to be sure that a student understands the material?

To be sure that a student understands the material, I ask them to work on a problem by themselves.

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