Learning Math Just Got Easier
Understand basic math concepts quickly
Finally understand math from the basics tm "This tutorial teaches math through lots of examples and illustrations and how to solve math problems with confidence. Become an 'A' student in math, I will teach you how."
- Yes! Now helping 5th to 12th grade students master Math
- Quickly learn Math in a few weeks. Videos & 850 Exercises.
- It's easy to learn Math (or your GED) from a top tutor.
- Tutor: Honors Electrical Engineer w/experiences at IBM Lab...
- Catch up to your grade level quickly tm
- Learn the essentials of Addition to Fractions in 4-weeks!
- You will learn Math from the beginning & pass! - Guaranteed!
Easy Math Tutor: Learn how to solve math problems in exams with confidence. The key to mastery in mathematics is understanding the basic concepts and rules of mathematics. Then providing lots of examples that the student can practice in order to build their skills. These tutoring sessions are great for helping students who are struggling to understand math or want to get up to speed in math quickly. Students can learn at their own pace and gain proficiency in as little as 4 weeks from Numbers to Fractions. Help is also provided as questions may be submitted. This tutoring is great for learning math from the basics and building skills for school, college placement tests, job placement math tests, and GED.
Everyone has a story in life on how they succeeded at something great. In my case as your tutor, I grew up in a prominent family and attended an International school. My dad was a high government official in finance, my mother was a homemaker, and I grew up as a joyful and playful kid.
The first 12 years of my life was fun as I played all the time except when I was in class. I was the youngest of four boys and had two sisters, one older than I. My parents entrusted all of my education to the schools I attended and so did not feel the need to follow-up with me. Consequently, I did not study at home nor did I do any homework as I was too young to understand the implications. I neither read books nor do any mathematics. So I had low grades.
When I attended high school at about the age of 13, I was one of 36 students in my class. I took notes in class but did not understand what I was writing. And in mathematics, since my knowledge did not go beyond addition and subtraction, I was a poor student. About halfway through the school year, we had an exam covering various subjects like English, Math, Geography, and History. I sat in class one day as the teacher was handing out the results of the exam starting with the top student. I noticed that 22 students had been called out and I was not among them. At 35, my name was called out!
Being at the bottom of my class was of great concern to me. Soon thereafter, I started studying, not having anyone to help tutor me. I opened my math book and realized that it was just too much work trying to work my way through the book, so I decided to work backward from the last set of notes I had taken in class. To my surprise, I noticed that the numbers, the mathematical expressions, and concepts all of a sudden started to form patterns in my mind that I could recognize and understand. About three weeks later, we had a test in mathematics and I scored 100%. I was too young to understand what had happened, but my math teacher took note of my sudden ability in mathematics and decided to show me to the other teachers.
About six months later, I attended a boarding school in the town of Bournemouth, England called Ringwood Grammar School. This placed me in a structured environment where we were required to do our homework in the evenings. As a result, I became more disciplined in working regularly on my math problems. After my first year there, I was the top student in mathematics in my class. This experience has taught me that it is not too late to learn mathematics even after skipping many years of essential math studies. It has also informed me that a student that is lagging behind in his or her math class can gain proficiency in a relatively short time even though they may have missed years of proper math education. It is this early experience and my subsequent knowledge in successfully tutoring students that form the foundation the math tutoring series.
So having quickly gained proficiency in mathematics in high school, I attended University majoring in Electrical Engineering. I became president of the engineering honor society, worked as an engineer in development labs at IBM, INTELSAT, Research Assistant in Power Systems Engineering, etc., and I am now involved in Internet Development Projects, and Math Education.
So much of my success in mathematics in high school came as a result of seeing that math is a language that describes shapes, patterns, and logical relationship between objects. I discovered that these mathematical objects can be manipulated into different forms. And that the more one practices, the greater one’s skills in mathematics develop. So over time, math became fun to me.
What I have discovered can be taught so that in a few months you can also gain proficiency in math. I have taught math and seen amazing results. Success in math is gained through an understanding of the basic concepts. And by success, I do not just mean knowing how to solve a problem for which you have memorized the steps. Students that focus on memorizing steps, often struggle later on in higher mathematics. They turn themselves into calculators not knowing why those steps make sense.
The ability to think mathematically through an understanding of the fundamental concepts enables one to more easily solve complex math problems or complex word problems. When you are able to do mathematics working with an understanding of the concepts and not just mathematical rules, you will be able to more easily become a mathematician, engineer, or researcher. And you will be able to use mathematics in fun ways in real life problem solving, just like a math genius!
Remedial Courses in Community Colleges Are Major Hurdle to Success
Few of the 80 Percent of Students Deemed Unprepared Go on To Earn a Degree or Certificate
- Developmental course sequences are lengthy, delaying students’ college careers. Students placed into developmental math take an average of 2.5 semesters to complete the sequence, while students in developmental English average 1.9 semesters. These courses cannot be applied toward a degree.
- Attrition is high. Only 44 percent of developmental math students successfully complete the sequence, while 60 percent of developmental English students do so. Students who start lower in the sequence are much more likely to drop out: only 17 percent of students who start four levels below college-level math complete the sequence, while 31 percent of developmental English students do so.
- Most developmental education students do not advance to college coursework or succeed in it. Only about 27 percent of students who take a developmental math course eventually complete a college math course with a grade of C or better. Fewer than half—44 percent—of developmental English students do so.
- Long-term outcomes are even worse. Just 16 percent of developmental education students earn a certificate or associate degree within six years, and 24 percent successfully transfer to four-year colleges.
“Developmental education that is not effective comes at a high cost to students—not only in tuition and fees for courses that do not count toward a degree, but also in time and lost income,” said Marisol Cuellar Mejia, PPIC research associate and a coauthor of the report. “It is also costly to California, which needs more college-educated workers and relies on community colleges as an entry point to higher education.”