1^st lesson free

Randy

4.7 (3 reviews)

Rate 487 BWP
Response 10h
Students
Number of students Randy has accompanied since arriving at Superprof
50+
Number of students Randy has accompanied since arriving at Superprof

4.7 (3 reviews)

487 BWP/hr

1^st lesson free

Maths
Algebra
Physics
Trigonometry
Statistics

BA in Math and Physics with Honors , MA in Math, 30+ years in teaching experience.

Maths
Algebra
Physics
Trigonometry
Statistics

Lesson location

- Online

About Randy

Revised: 9:16 PM 1/28/2024Su
• My last COVID-19 vaccination was on November 30, 2023 with the updated Novavax vaccine.
Also, on November 20,2023 I successfully passed a "Live Scan" which is a Department of Justice background check, and on November 22, 2023 I completed a "checkr" verification of my credentials (my undergraduate and my graduate degrees). Documentations will be presented to you before hiring.
• My goal is to work myself out of this job in the most satisfying rewarding way: the student saying to me "Yes, I'm all caught up-- in fact, I'm so far ahead, I'll be able to do this from now on without your help", as soon as possible (but not any sooner).
(It was Einstein who said "Everything should be made as simple as possible, but not any simpler.")
• I enjoy teaching immensely. With a Master's Degree in mathematics, I am qualified to teach at both high school and college levels. I also have a B.A. in Mathematics and Physics (Double Major, with Honors).
Over decades, I have accumulated a tool box filled with mnemonic aids, short cuts, ultra fast mental arithmetic, clear and concise presentations (for example, from basic set theory to integral calculus in 60 hours with retention rates that score very favorably in the SAT, Advanced Placement, or university placement tests), and strategies in improving test-taking skills.
Many students consider math a hard subject, so building confidence is essential and my tool box has many such confidence builders, the most popular being carrying mentally a Gregorian calendar and name any day-of-the-week across the centuries in under a minute (with some practice, within 15 seconds).
Although my experience in classroom teaching were limited to teach the Affirmative Action Teaching Program at CSUS, three semesters teaching undergraduate classes in mathematics and statistics at CSUS (as a part time faculty member, not as a teaching assistant) while completing my MA degree, and one year as a Community Teaching Fellow while enrolled in the graduate mathematics program at UCSB, I have extensive experience in one-on-one tutoring. An example of this was tutoring a high school senior who was enrolled in an honors calculus class but lacked the mathematical foundations and maturity to successfully complete the class. Tutoring him 2 hours twice a week for 16 weeks, I was able to build up his foundations in mathematics, starting with basic set theory, then the rational and the real number systems, algebra, coordinate geometry, trigonometry, and differential and integral calculus. This student then went on to take a placement test at UC Davis and received a perfect score (placement/assessment tests are not supposed to produce perfect scores) and was thus exempt from taking any additional mathematics classes for his BA degree in economics. Although I very seldom received payments for my tutoring because I did so as a favor to my friends and relatives, in this case, as a token of appreciation, this student's father, who is a auto-mechanic (that was how we met), offered me free car repair services for life, and I only get to pay him the required parts at cost.
I emphasize concepts and fundamental principles rather than memorizing formulas (such as the sum of the first n numbers, or the sum of a geometric series). Understanding the concepts and thus the ability to solve problems and deriving formulas lasts for life, whereas brute force memorizing only lasts until the day after the final exam.
An example:
To sum the first N numbers, my emphasis is adding the 2 rows, one in descending order and one in ascending order to obtain N(N+1) ÷ 2, rather than memorizing the formula itself.
However, to assist in memorization, I often employ mnemonic aids, such as Johnson's Hexagon in trigonometry, or the sequence of twelve single digit numbers (1,4,4,0,2,5,0,3,6,1,4,6) which essentially allows one to carry a perpetual Gregorian calendar in one's head.
Similar to many, perhaps all, disciplines, mathematics is at its best, an art form. But most students are not aware of this until they take upper division mathematics classes in college. It doesn't need to be this way. Early exposure to the beauty and elegance of mathematics is both possible and desirable. This can be done with everyday examples, with understanding the concepts and the foundations behind mathematics, and the interconnectedness between mathematics and other disciplines. Indeed, a student can acquire "mathematics maturity" at an early age, and the sooner this occurs, the better will be for a student to acquire independent thinking ("thinking outside the box"), and thus will excel both in mathematics, as well as other seemingly unconnected disciplines. And this is what I strive for when I teach mathematics in all levels of proficiencies.
I'm also interested in Literature / World Literature, Arts / Art History, Music and Musicology-- I have a non-monetized YouTube music channel where I restore older music recordings and exchange ideas with my viewers.

About the lesson

Revised: 9:16 PM 1/28/2024Su
• My last COVID-19 vaccination was on November 30, 2023 with Revised: 9:16 PM 1/28/2024Su
• My last COVID-19 vaccination was on November 30, 2023 with the updated Novavax vaccine.
Also, on November 20,2023 I successfully passed a "Live Scan" which is a Department of Justice background check, and on November 22, 2023 I completed a "checkr" verification of my credentials (my undergraduate and my graduate degrees). Documentations will be presented to you before hiring.
• My goal is to work myself out of this job in the most satisfying rewarding way: the student saying to me "Yes, I'm all caught up-- in fact, I'm so far ahead, I'll be able to do this from now on without your help", as soon as possible (but not any sooner).
(It was Einstein who said "Everything should be made as simple as possible, but not any simpler.")
• I enjoy teaching immensely. With a Master's Degree in mathematics, I am qualified to teach at both high school and college levels. I also have a B.A. in Mathematics and Physics (Double Major, with Honors).
Over decades, I have accumulated a tool box filled with mnemonic aids, short cuts, ultra fast mental arithmetic, clear and concise presentations (for example, from basic set theory to integral calculus in 60 hours with retention rates that score very favorably in the SAT, Advanced Placement, or university placement tests), and strategies in improving test-taking skills.
Many students consider math a hard subject, so building confidence is essential and my tool box has many such confidence builders, the most popular being carrying mentally a Gregorian calendar and name any day-of-the-week across the centuries in under a minute (with some practice, within 15 seconds).
Although my experience in classroom teaching were limited to teach the Affirmative Action Teaching Program at CSUS, three semesters teaching undergraduate classes in mathematics and statistics at CSUS (as a part time faculty member, not as a teaching assistant) while completing my MA degree, and one year as a Community Teaching Fellow while enrolled in the graduate mathematics program at UCSB, I have extensive experience in one-on-one tutoring. An example of this was tutoring a high school senior who was enrolled in an honors calculus class but lacked the mathematical foundations and maturity to successfully complete the class. Tutoring him 2 hours twice a week for 16 weeks, I was able to build up his foundations in mathematics, starting with basic set theory, then the rational and the real number systems, algebra, coordinate geometry, trigonometry, and differential and integral calculus. This student then went on to take a placement test at UC Davis and received a perfect score (placement/assessment tests are not supposed to produce perfect scores) and was thus exempt from taking any additional mathematics classes for his BA degree in economics. Although I very seldom received payments for my tutoring because I did so as a favor to my friends and relatives, in this case, as a token of appreciation, this student's father, who is a auto-mechanic (that was how we met), offered me free car repair services for life, and I only get to pay him the required parts at cost.
I emphasize concepts and fundamental principles rather than memorizing formulas (such as the sum of the first n numbers, or the sum of a geometric series). Understanding the concepts and thus the ability to solve problems and deriving formulas lasts for life, whereas brute force memorizing only lasts until the day after the final exam.
An example:
To sum the first N numbers, my emphasis is adding the 2 rows, one in descending order and one in ascending order to obtain N(N+1) ÷ 2, rather than memorizing the formula itself.
However, to assist in memorization, I often employ mnemonic aids, such as Johnson's Hexagon in trigonometry, or the sequence of twelve single digit numbers (1,4,4,0,2,5,0,3,6,1,4,6) which essentially allows one to carry a perpetual Gregorian calendar in one's head.
Similar to many, perhaps all, disciplines, mathematics is at its best, an art form. But most students are not aware of this until they take upper division mathematics classes in college. It doesn't need to be this way. Early exposure to the beauty and elegance of mathematics is both possible and desirable. This can be done with everyday examples, with understanding the concepts and the foundations behind mathematics, and the interconnectedness between mathematics and other disciplines. Indeed, a student can acquire "mathematics maturity" at an early age, and the sooner this occurs, the better will be for a student to acquire independent thinking ("thinking outside the box"), and thus will excel both in mathematics, as well as other seemingly unconnected disciplines. And this is what I strive for when I teach mathematics in all levels of proficiencies.
I'm also interested in Literature / World Literature, Arts / Art History, Music and Musicology-- I have a non-monetized YouTube music channel "New Digital Remasters" where I restore older music recordings and exchange ideas with my viewers. You are most welcome to visit and find out more about me there.

Each of my tutoring session is individually developed and prepared to fit your needs, this usually takes about 1½ hours for each hour of tutoring. You will learn much more efficiently, faster, retain more, and achieve fluency much sooner. You pay only for the tutoring session time, not my preparation or travelling time.
My rates:
• For in-person tutoring:
$50 for a one hour session
$70 for a 90 minutes session with a 5 minutes break
• For remote tutoring:
$35 for a one hour session
$50 for a 90 minutes session with a 5 minutes break.

Review

All of our reviews are collected by us and are 100% reliable. They correspond to a real experience lived by the students of Randy.

4.7 (3 reviews)

A

Audrey
- 5
Perfect! Exceptional teaching methods, breadth and depth of knowledge, as well as personable nature: these are ways I would describe our experience with Randy. He has been teaching my son high school 2+hours/week for a year. We started with high school math, IM1, but realized Randy’s commitment to education and his students, coupled with his breadth of collegiate level knowledge, offered us an opportunity to go beyond math. In addition, last term, Randy tutored my son in Chemistry as well as IM2. My son is doing extremely well. Part of Randy’s technique (and as a reflection of his personable nature) is the way he discusses a breadth of subjects with my son when they’re taking a break or communicating outside of tutoring session. (Yes, he makes himself available on a as needed basis and checks in with mental math challenges or important information.) Randy explores and engages in hobbies my son has and taylor’s incentives to those interests to encourage rigorous study. Randy also takes an interest in other subjects my son is studying. Randy discusses those subjects using his depth of knowledge in other fields like literature and music, and brings materials to my son to support and encourage his learning in those areas, even though he is not being paid to tutor in those areas. He is very knowledgeable and personable, and above all, committed to my son’s education. We greatly appreciate Randy, and feel fortunate to have him as our tutor.
Read more Read more

A

Audrey

Perfect! Exceptional teaching methods, breadth and depth of knowledge, as well as personable nature: these are ways I would describe our experience with Randy. He has been teaching my son high school 2+hours/week for a year. We started with high school math, IM1, but realized Randy’s commitment to education and his students, coupled with his breadth of collegiate level knowledge, offered us an opportunity to go beyond math. In addition, last term, Randy tutored my son in Chemistry as well as IM2. My son is doing extremely well. Part of Randy’s technique (and as a reflection of his personable nature) is the way he discusses a breadth of subjects with my son when they’re taking a break or communicating outside of tutoring session. (Yes, he makes himself available on a as needed basis and checks in with mental math challenges or important information.) Randy explores and engages in hobbies my son has and taylor’s incentives to those interests to encourage rigorous study. Randy also takes an interest in other subjects my son is studying. Randy discusses those subjects using his depth of knowledge in other fields like literature and music, and brings materials to my son to support and encourage his learning in those areas, even though he is not being paid to tutor in those areas. He is very knowledgeable and personable, and above all, committed to my son’s education. We greatly appreciate Randy, and feel fortunate to have him as our tutor.
S

Sergio
- 4
Excellent! Randy is good with Mathematics, patient, and kind, although seems not to care much about other topics.
Read more Read more

S

Sergio

Excellent! Randy is good with Mathematics, patient, and kind, although seems not to care much about other topics.
View more reviews

Recommendations

Recommendations come from relatives, friends and acquaintances of the teacher

G

Greyson

He helpled me earn a passing grade in MAT21C and MAT21D(calculus) at UC Davis. His guidance has not only strengthened my confidence in the subject but also allowed me to achieve a passing score. He focused on the history of mathematics, starts with basic concepts, then tailors the session to meet my personal needs. I wouldn’t be where I am today without his support.
Read more

G
Greyson
He helpled me earn a passing grade in MAT21C and MAT21D(calculus) at UC Davis. His guidance has not only strengthened my confidence in the subject but also allowed me to achieve a passing score. He focused on the history of mathematics, starts with basic concepts, then tailors the session to meet my personal needs. I wouldn’t be where I am today without his support.
View more recommendations

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487 BWP

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5h: 2435 BWP
10h: 4870 BWP

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The first free lesson with Randy will allow you to get to know each other and clearly specify your needs for your next lessons.

online

487 BWP/h

BA in Math and Physics with Honors , MA in Math, 30+ years in teaching experience.

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