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## Algebra Tutors

Pre-Algebra, Algebra 1, and Algebra 2 all require you to master new math skills. Do you find solving equations and word problems difficult in Algebra class? Are the exponents, proportions, and variables of Algebra keeping you up at night? Intercepts, functions, and expressions can be confusing to most Algebra students, but a qualified tutor can clear it all up! Our Algebra tutors are experts in math and specialize in helping students like you understand Algebra. If you are worried about an upcoming Algebra test or fear not passing your Algebra class for the term, getting an Algebra tutor will make all the difference.

**Pre-algebra ** - The goal of Pre-algebra is to develop fluency with rational numbers and proportional relationships. Students will: extend their elementary skills and begin to learn algebra concepts that serve as a transition into formal Algebra and Geometry; learn to think flexibly about relationships among fractions, decimals, and percents; learn to recognize and generate equivalent expressions and solve single-variable equations and inequalities; investigate and explore mathematical ideas and develop multiple strategies for analyzing complex situations; analyze situations verbally, numerically, graphically, and symbolically; and apply mathematical skills and make meaningful connections to life's experiences.

**Algebra I **- The main goal of Algebra is to develop fluency in working with linear equations. Students will: extend their experiences with tables, graphs, and equations and solve linear equations and inequalities and systems of linear equations and inequalities; extend their knowledge of the number system to include irrational numbers; generate equivalent expressions and use formulas; simplify polynomials and begin to study quadratic relationships; and use technology and models to investigate and explore mathematical ideas and relationships and develop multiple strategies for analyzing complex situations.

**Algebra II ** - A primary goal of Algebra II is for students to conceptualize, analyze, and identify relationships among functions. Students will: develop proficiency in analyzing and solving quadratic functions using complex numbers; investigate and make conjectures about absolute value, radical, exponential, logarithmic and sine and cosine functions algebraically, numerically, and graphically, with and without technology; extend their algebraic skills to compute with rational expressions and rational exponents; work with and build an understanding of complex numbers and systems of equations and inequalities; analyze statistical data and apply concepts of probability using permutations and combinations; and use technology such as graphing calculators.

**College Algebra ** – Topics for this course include basic concepts of algebra; linear, quadratic, rational, radical, logarithmic, exponential, and absolute value equations; equations reducible to quadratic form; linear, polynomial, rational, and absolute value inequalities, and complex number system; graphs of linear, polynomial, exponential, logarithmic, rational, and absolute value functions; conic sections; inverse functions; operations and compositions of functions; systems of equations; sequences and series; and the binomial theorem.

For most students success in any math course comes from regular studying and practicing habits. However, Algebra class can be a foreign language for many students. Whether you are in need of a little extra help or someone who can teach the subject from scratch, hiring a professional tutor with a strong background in mathematics can make a dramatic impact on a student’s performance and outlook on all future course work.

## Elementary Tutors

Elementary school is the beginning of your child's education, where a life long love of learning should be fostered. The basic skills and study habits your child gains in elementary school are the tools that will carry him or her throughout life. Elementary students learn about reading, math, writing, spelling, science, social studies, music, art, computers, and physical education. Elementary school should be a positive, nurturing environment where children are introduced to learning.

## Gainesville Tutors

As the birthplace of one of our company’s founders, Gainesville is one of our favorite places to help students. As a city with students of all ages, we have cultivated an elite group of tutors to help students with any subject necessary. Our highly customized service means that you determine exactly who your tutor will be, where the tutoring will take place, and for how long. We have been providing tutoring services to Gainesville students for many, many successful years. Our reputation as a premium service is evident in the hundreds of testimonials we have received from parents, students, and schools in Gainesville and the surrounding communities. Go Gators!

## Our Tutoring Service

We believe that the most effective tutoring occurs when you have the undivided attention of a highly qualified and experienced tutor by your side. Our exceptional tutors are not only experienced and educated, but are experts in their field and passionate about teaching others. We will always provide you with a tutor specifically qualified and experienced in the subject matter you need. And for your peace of mind, we conduct a nation-wide criminal background check, sexual predator check and social security verification on every single tutor we offer you. Before you invest money and time into tutoring sessions, be sure you have selected the right tutor for you.

## Here Are Some Of Our Algebra Tutor Profiles

## Davorin D

### Teaching Style

From my tutoring experience, I have noticed that students have trouble understanding the meaning of numbers and symbols on paper simply because no one has taught them how to visualize and interpret them in a real world situation. They also don't realize that they have plethora of resources and tools available to them to help them, yet they rarely utilize them. I try to give hints and clues to my students and let them obtain the right answers on their own instead of simply solving the problem for them. I believe this gives them a much better understand of the material.

### Experience Summary

Having recently graduated with a Bachelor's degree, I am continuing my education to obtain my Master's degree in mathematics. Number Theory will be my focus, as I intend to get involved in the encryption field. During my senior year as undergraduate, I have worked on campus as a teacher's assistant and at home as an online tutor for UNCG's iSchool program. I have privately tutored undergraduates needing help in pre-calculus and calculus. I enjoyed helping the students and showing them some of my own tricks and ways when it comes to solving the problems.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Mathematics with Concentration in Computer Science | University of North Carolina at Greensboro | BS | 2007 |

## Gary G

### Teaching Style

My teaching style has been, for the most part, dictated by student response. I am comfortable teaching in a traditional lecture format, in a format that uses a cooperative learning approach exclusively, or in a hybrid format. The goal is for effective learning to take place, and I believe my strongest quality is to be able to adapt in such a way that best helps students reach their academic goals.

### Experience Summary

For eight years, I taught freshman and sophomore-level mathematics courses at Arizona State University. These courses included College Algebra, Pre-Calculus, Calculus, Finite Mathematics, and Elementary Mathematics Theory. Additionally, I have tutored students in these courses both in the Mathematics Department Tutor Center, and on my own personal time.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Mathematics | Southern Illinois University | MS | 1999 |

Degree | Mathematics | Allegheny College | BS | 1996 |

## Redha R

### Teaching Style

I teach by example and I am methodical. I show a student how to solve a problem by going very slowly and by following a sequence of steps. I make sure that the student follows understands each step before moving on to the next one. I then ask the student to solve almost the exact same problem (with a slight change in numbers for example)so that the student learns the method and how to solve the problem by herself/himself. I am very patient but expect the student to be willing to learn. I tell students that learning a subject matter is more important than getting an A in a class - this is because 1. if you learn, chances are you won't forget (at least for a long while) and 2. you will get a good grade as a result.

### Experience Summary

I have been employed by the IBM corporation for the last 27 years. I held numerous positions in hardware development, software development, telecommunication network development, project management, solution architecture, performance analysis, and others. As much as I enjoy my job, I have passion in Mathematics. I develop new ideas related to my work and expand them into U.S. patents and external technical papers. I informally tutor family and friends attending high school or college. I was a Mathematics teaching assistant at the Univ. of Pittsburgh for 2 years and at the Univ. of Michigan at Ann Arbor for 3 years. I love teaching and sharing my knowledge with others. I have published numerous technical papers and hold numerous U.S. patents as well.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Other | Arabic | Native speaker | Fluent | current |

Other | French | Native speaker | Fluent | current |

Degree | Electrical Engineering | Univeristy of Michigan | P.h.D | 1990 |

Degree | Electrical Engineering and Mathematics | University of Pittsburgh | M.S. | 1982 |

Degree | Computer Science and Mathematics | Univerisity of Pittsburgh | B.S. | 1980 |

## Lucille L

### Teaching Style

My students know I love math. I am enthusiastic, patient, and caring. I believe everyone can learn math given the right circumstances. I take interest in my students, I email them, I encourage them to do their homework. Through this personal interest, my students work to please the teacher. I also use different teaching styles: discovery learning, Look-Do-Learn, one-to-one instruction, critical thinking. Once a student, always a student for me. I go the extra mile.

### Experience Summary

From an early age I loved math and so when I graduated with a BA in Math and Latin, I went straight into teaching math at the high school level. During graduate school years, I taught math at the University of Toronto. While working with computer programming, I taught math in the evening division of Westbury College in Montreal. I have taught math in different countries: Jamaica, Canada, U.S. Virgin Islands, Nigeria-West African Educational Council, The Bahamas, and Florida.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Math | University of Toronto | M.Sc. | 1966 |

## Lori L

### Teaching Style

I believe that students are wary of mathematics and statistics because they appear clinic and distant, with little to do with the “real” world. To educate I try to create dynamic and above all relevant “uses” for the lessons. My experiences have exposed me to different teaching styles and class formats and allowed me to develop a teaching philosophy that encompasses the best of all these methods. My philosophy is best described with reference to six primary concepts: 1. Knowledge conveyed in a relevant context 2. Interaction with each student and the material 3. Passion for teaching and the subject 4. Adaptability 5. Creativity in teaching methods and 6. Respect between the student and the teacher All students seek knowledge; it’s the teacher’s role to facilitate learning and guide them along the path. A successful lesson is one in which the student comes out seeing the world a little differently.

### Experience Summary

During my education and career, the teaching of others has featured prominently in my personal goals and life objectives. While attending high school, I tutored fellow students professionally in subjects ranging from basic algebra to complex calculus. My undergraduate degree was in the field of Mathematics and Statistics with an additional biological statistics certificate and at present I am completing my Masters of Science in statistics. My understandings of these fields lead to my recruit by a number of professors and researchers to provide assistance and advisement on statistical analysis of their projects. In addition to assisting my professors, I was also selected to be a Graduate Teaching Assistant, and was also selected to conduct "stand alone" courses. I have a strong passion for these subjects and I believe my years of teaching experience have given me the insight, patience and ability to convey the complex world of mathematics and statistics to my students.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Statistics | University of North Florida | Master's of Science (ABD) | 2008 |

Certification | Biostatistics | University of West Florida | Accredited | 2006 |

Degree | Mathematics | University of West Florida | Bachelor's of Science | 2006 |

## Robert R

### Teaching Style

I’ve always been interested in the application of math and science to the solution of real world problems. This led me to a very satisfying career in engineering. Therefore my approach to teaching is very application oriented. I like to relate the subject to problems that the students will encounter in real life situations. I've generally only worked with older students; high school or college age or older mature adults who have returned to school to get advance training or learn a new trade.

### Experience Summary

I’ve always been interested in math and science; especially in their application to solving real world problems. This led me to a very satisfying career in engineering. I have a BS in electrical engineering from General Motors Institute (now Kettering University) and an MS in electrical engineering from Marquette University. I am a registered professional engineer in Illinois. I have over 30 years of experience in the application, development, and sales/field support of electrical/electronic controls for industrial, aerospace, and automotive applications. I’m currently doing consulting work at Hamilton-Sundstrand, Delta Power Company, and MTE Hydraulics in Rockford. I also have college teaching and industrial training experience. I have taught several courses at Rock Valley College in Electronic Technology, mathematics, and in the Continuing Education area. I’ve done industrial technical training for Sundstrand, Barber Colman, and others. I’ve also taught math courses at Rasmussen College and Ellis College (online course). I’ve also been certified as an adjunct instructor for Embry-Riddle Aeronautical University for math and physics courses. I've tutored my own sons in home study programs. I'm currently tutoring a home schooled student in math using Saxon Math. I hope to do more teaching/tutoring in the future as I transition into retirement.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Electrical Engineering | Marquette University | MS | 1971 |

Degree | Electrical Engineering | GMI (Kettereing University) | BS | 1971 |

## Dara D

### Teaching Style

I believe in my students and their abilities to learn and synthesize their experiences. My students learn their subjects because I provide a variety of techniques to command their attention. I believe teaching is not just about giving students information but about reaching students who might "get lost" in the system without a guide and friend to help them along.

### Experience Summary

I have taught for over ten years in the public school system and learned how to "connect" with students. I have taught physics, chemistry, and mathematics at the high school level, and I have a wide range of teaching experiences in those fields. I have taught AP, honors, and standard classes. Using interesting movies followed by a lab to reinforce the concept is one of the ways I have used to reach students and make a difference in their lives.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Certification | Physics 6 - 12 | State of Florida | 9 credit hours | current |

Degree | Mathematics | University of Central Florida | M.S. | 1993 |

Degree | Physics | University of Central Florida | B.S. | 1990 |

## Ashley A

### Teaching Style

First and foremost, I believe it is important to establish a trusting relationship with those you teach. Throughout my experiences in the field of education, I have found the most fruitful of those relationships to be those in which I was able to work with a student or group of students regularly over an extended period of time to develop a routine and a strong relationship in which great amounts of learning and understanding could be accomplished. Although many people experience obstacles in learning Mathematics, I believe that by presenting multiple ways to approach a problem, every student can find a method that works for them. Every student should be allowed the resources and opportunity to realize that they CAN achieve their goals. I am here to help students who have had difficulty with Math in the past to succeed, and feel confident in both their abilities in Math, and in life.

### Experience Summary

As a student, I was always committed to learning and to achieving my goals. As a teacher and tutor, I strive to help others share the same love for learning and for understanding as I do. Now, I help others set goals, and work toward achieving them. I have worked with all ages, all ability levels, and various sized groups and have enjoyed each and every experience. In the past, I have primarily tutored in the subject of Mathematics, but am also trained by the Literacy Council to tutor reading and writing, and have enjoyed volunteering with that organization as well. I believe that I can help anyone enjoy and understand math, and help them feel better about themselves for it.

Type | Subject | Issued-By | Level | Year |
---|---|---|---|---|

Degree | Mathematics | UNC Chapel Hill | BA | 2005 |

## A Word From Previous Students and Parents

**Othon G.**

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**St. Augustine, FL**

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Things are great and I would recomend John to everyone.
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**Kim S.**

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**Hallandale, FL**

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We like Robert very much. I would recommend him.
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**Jackie, J.**

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**Chuluota, FL**

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We are very happy with Ronda and we would highly recommend her to anyone. Ronda has had prior teaching experience where Clay attends, and this has been helpful in that she understands how some of his teachers approach classroom objectives. Language ...
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