Mission

Over the years, I have become more and more aware of how anxiety-inducing math can be for so many individuals. From having to memorize times tables to equations to geometry theorems to so much more, math can be somewhat terrifying. Additionally, since we all learn so differently, oftentimes we are not paired with teachers that impart material in an accessible way, leaving us to believe that we are the reason we don’t understand concepts. I argue that one’s ability to understand math is all in their approach. 

From experience and from research, I have found one-on-one tutoring to be the best way to give students confidence in their ability to conquer math. A study conducted at Stanford University found one-on-one math tutoring to be associated with a reduction in anxiety related to math in students (Superkar et al., 2015). Fear is oftentimes what hinders individuals from figuring out how to approach math problems. Having a tutor recognize a student’s weak areas and coach them through finding solutions on the spot is an excellent and effective way to deepen their understanding of core concepts and compound on those concepts when the math gets more complicated. As an educator, I have had the privilege of adapting to the unique learning styles of my students and witnessing them gain confidence in their abilities to comprehend various mathematical concepts.

As a statistician, I have come to realize that we think and speak statistically and mathematically without realizing it. Math paints pictures and tells stories. Math highlights problems and proposes solutions. Math creates opportunity. Math is powerful, and my job as a tutor is to empower my students to develop a deeper understanding of math so that they can realize its power in whatever way they see fit. 

Everyone is capable of understanding math. It’s just a matter of finding the right person to help you unleash your inner mathematician. 

Reference:

Supekar K, Iuculano T, Chen L, Menon V. Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring. JOURNAL OF NEUROSCIENCE. 35(36):12574-12583. doi:10.1523/JNEUROSCI.0786-15.2015.