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Sam

Sam

Bachelors, English
SUNY at Binghamton, CUNY Queens College

About Me

I have been working in the mathematics field on a professional level for the past seven years. After college, where I obtained my bachelor's degree in English and Creative Writing in order to gain a new, fresh perspective on liberal arts culture and the humanities, I realized my academic focus was better suited for the study and education associated with math. I've loved math ever since grade school, and I found myself actually looking forward to coming home and doing my math homework! I soon realized that what I was doing was not only fun, but had a purpose. I understood that it defines and shapes the way in which we go about our business navigating through the world. My admiration for its profound impact in this manner has only become stronger over the years. We use mathematical logic to arrive at unassailable truths about the world, algebra in representing mathematical language, and probability to make educated guesses on given occurrences. It goes on and on! Working with math is a fun, unique experience that I enjoy very much. I graduated Binghamton University with a Bachelor of Arts in English Literature and Creative Writing. I then went on to Queens College, where I spent many years building my math credentials, taking undergraduate and graduate level courses in calculus, problem solving, math for business, and history of mathematics, to name a few. I entered into Queens College's graduate teacher education program, where I completed student teaching. I have hundreds of fieldwork hours in various schools observing teachers and colleagues at work, working on tutoring or group-organized instruction, and student teaching. I have worked in various summer camps over the years, and I work with students with special learning needs.

Education & Certifications

SUNY at Binghamton
Bachelors, English
CUNY Queens College
Current Grad Student, Mathematics Education

Q&A with Sam

I believe that teachers and students should be able to work together to arrive at the student's goals for academic success. It should be a process in which the student explains the areas of difficulty, and through a series of questions, the teacher gauges the student's understanding of the material. After this is achieved the teacher can help the student navigate through until the student arrives at a conclusion. I find it to be helpful when the material is presented in a relatable way. A parallel story, a familiar situation, a metaphor-- all can help the student develop a connection with the math. Whichever method works, I find it is important for the teacher to do whatever is possible to work within those parameters.

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