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Will travel 40 miles

$200 per hour.

4.99 320 ratings

I received an A in MIT linear algebra course and use it extensively for my research. I also used it during my econometrics training in graduate school. Economics - Finance - Statistics I am a PhD student at Harvard studying financial economics/finance. Prior to my PhD, I was a portfolio manager at a quantitative hedge fund focusing on options trading. I received my undergraduate degree from MIT in mathematics with minors in economics and management. I have deep expertise in programming using languages such as C++ and R. My research is focused on using statistics/econometrics to analyze empir [more]

Will travel 17 miles

$190 per hour.

4.97 706 ratings

I've been teaching math including linear algebra for 10 years. I've completed two courses in Linear Algebra, one as undergrad and the other as grad student with A-. This Fall I will be conducting supplemental instruction sessions in Linear Algebra at MSU. I'm an experienced certified teacher in NJ, currently pursuing a Doctorate in Math Education and Applied Mathematics at Teachers College Columbia University. I've been teaching and tutoring for over 18 years in several subjects including pre-algebra, algebra I & II, geometry, trigonometry, statistics, math analysis, pre-calculus, calculus (AP [more]

Will travel 12 miles

$60 per hour.

4.92 61 ratings

I took both Intro to Linear Algebra, a computational introduction to linear algebra, and Linear Algebra, a proof-based linear algebra course, at Rutgers University, and have tutored students in both courses. I received an A in both courses, having taken the first one my freshman year and the second my senior year. I graduated with a BA from Rutgers University in May 2014. At Rutgers University, I worked as a math tutor from my first semester freshman year to my last semester senior year, tutoring subjects from algebra and precalculus to calculus 1-4, Math Analysis, and other upper-level course [more]

Will travel 10 miles

$175 per hour.

4.92 249 ratings

Linear Algebra might sound easy ("Linear, that's like lines, right? I know those!"..."Algebra, I know Algebra inside and out!") but combine the words in that specific order and you've got something very different: a course that requires you to forfeit a chunk of your previous math knowledge and start again. If you're taking Linear Algebra, you've probably already worked with vectors and matrices. As it turns out, up to this point, we've been kind of taking our ability to work with these constructs for granted. All of the foundations need to be mathematically built from the ground up in an n-d [more]

I have a Masters in Mathematics Education. Therefore, I have taken a course in Linear Algebra and various courses related to Linear Algebra. I currently work with as a special education teacher. I teach grade 6-8 in a district 75 school. In the past, i had worked as a home tutor at Liberty Learning Lab. for a period of two years. I have teaching license in Mathematics grade 5-9 at New York State Department of education. I have vast experience in teaching and home tutoring. I have being in the classroom for more than ten years including home tutoring. Based on my experience, I am able to m [more]

I majored in math at Columbia University and will graduate in May with a BA, and I took Linear Algebra and scored an A+. I first became passionate about math when I was in 1st grade and would race my friends through addition problems. Eventually, I felt I had mastered addition and moved on to subtraction and multiplication until I had basically finished the 3rd grade math curriculum by the time I got there. Since then, I have loved and excelled in math. So much so that I decided to major in Math during college and graduated with a BA in Math in May 2015. I've taken all high school mathematics, [more]

I've taken this class twice: Once in high school, at Indiana University, where I was exposed to a honors version of the material: a rigorous treatment specifically oriented towards proofs and theory. I then took the class again at Columbia, as part of the combined Linear Algebra/Real Analysis proof-based "Honors Math". I've also used the material extensively in advanced math classes on Abstract Algebra and computer programming. I'm a full-time student at Columbia University. I am a fluent, native English speaker and tutor math, physics, chemistry, and writing (see details below). A little abou [more]

Taught Linear Algebra at the University Level Hi, I am Gene. I am very dedicated and passionate Math tutor. Given my 10+ years of teaching/tutoring experience, I am capable of finding the right approach for each individual student and accommodate specific needs and requests related to variety of math subjects. I hold a Ph.D. in Mathematics and currently a full-time professor in one of the Westchester's County colleges. I started my teaching/tutoring career while being a graduate student. I have tutored at the "math lab" for three years.... [more]

Will travel 6 miles

$250 per hour.

5.0 14 ratings

I have tutored this very class numerous times previously face-to-face with students taking it at the undergraduate level. I received an A in the class when I took it. It is one of my favorite topics in mathematics as it is very germane to the study of statistics--in which my major was focused, and which forms the backbone of the data science master's which I am attending Columbia University this fall to obtain. I am a Masters of Data Science student at Columbia University in the City of New York, having recently graduated from the University of Nebraska-Lincoln with a BS in Mathematics and a f [more]

I received an A in the undergraduate level class and formally tutored 4 different students in the topic. Furthermore, I have published research in operator theory, of which linear algebra is just an elementary case of the general theory of linear operators. I understand the difficulty of adjusting to linear algebra, as it is often the first brush students have with upper level proof based math. As a result, I take a pretty targeted in my approach, zeroing in on the very specific difficulties students have and the implications those difficulties will have for future content. [more]

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