MGTutoring

About Me

I received my BS in Mathematics and BA in Philosophy (and the equivalent of a minor in Physics) from the University of Texas at Austin; my Texas Teacher's Credentials in Secondary Mathematics I received from the University of Houston.

My experience in education includes teaching for over a decade in schools in Houston, including Klein Forest HS, Northbrook HS, Cy-Springs HS, the Richard Milburn Academy, and the Academy of Health Care Professions. Some summers during this time were spent working for Kaplan and Sylvan, and scoring the writing section of some standardized tests. Since the mid-90s, I have tutored privately in mathematics, in high school chemistry and physics, and for the SAT, ACT, THEA, COMPASS, and TAKS.

*On Test 17 of the ExCET I received a 94 out of a 100. This test certified me to teach secondary math in Texas. (ExCET stands for “Examination for the Certification of Educators in Texas.”)

*On the GRE (the Graduate Record Exam; the equivalent of the SAT for graduate school), I received a 710 (96th percentile) on the verbal portion of the test, and a 770 (92nd percentile) on the quantitative portion of the test. (This was years ago; I'm sure I would do better now...)

*On Exam 1 of the series of actuarial exams given jointly by the Society of Actuaries and the Casualty Actuarial Society, I earned a 9 out of 10. The test covered calculus, probability, statistics, and linear algebra, as well as some insurance concepts.

My study of science, history, and philosophy enables me to make my lectures and tutoring more dynamic, effective, and interesting. I use real-world applications from such diverse areas as chemistry, nutrition, physics, finance, and economics; I show the life inherent in mathematics by discussing the historical and scientific context of math concepts and methods; I show how math teaches us methods we could apply even to subjects like literature, writing and logic. This way, students learn cardinal aspects of reasoning: hierarchy, context, integration, and objectivity.

In studying philosophy I have studied logic and epistemology: deduction, induction, definition, explanation, the nature of concepts, the nature of reason, the nature of science. Students benefit from this by getting clear explanations; by having ideas and trains of reasoning made explicit and intelligible; by knowing why something is true by fact instead of by authority; by having knowledge integrated and not left fragmented and unconnected; and by learning forms of reasoning and ideas they can use in all areas of life -- in short, by getting smarter, wiser, faster, more efficient, and more self-confident. This way -- again -- students learn cardinal aspects of reasoning: hierarchy, context, integration, and objectivity.

Personal interests and hobbies include cats, dogs, horseback riding, art, dancing, health and fitness, and the history of math and science.

A Study of Horses by Leonardo Da Vinci

 

 What Parents & Students Are Saying

“He went through his theorems, explained how any number to the power of 0 is actually 1, and then demonstrated how you taught him to work with polynomials vs. how his book taught him.  Shall we say he likes your way better?  He has read through everything you gave him plus tackled the homework........you've really lit a fire under him.” --Helen G, parent

"[The twins] did well on [their geometry final]. Got 90+ ." --Mythili R, parent

“Thank you, Michael.  He is gaining some confidence in what he does know and quickly admitting what he needs to work on.  I am very happy with this method.” --Cathy L, parent

The Attributes of Science by Jean Baptiste Simeon Chardin

"At school we just memorize and repeat stuff back; you teach me to understand." --John T, student (high school)

"If math was explained to me like this, I would have understood it a long time ago!" --Brooke Z, student (high school)

"My average is actually a 96 right now and I made a 94 on the last quiz. We're still doing conics." --Kevin B, student (high school)

"Oh! I just found out I made a 93 on the [AP Statistics] project-YAY!"  --Taylor R, student (high school)

"All of my son's grades have gone up [not just his math grades]." --Tom T, parent

"Why didn't [so-and-so test prep company] ever tell me this??" --Brian C, student (high school)

“Gifted kids are truly "special needs" kids, as much as children on the other end of the spectrum.  It is challenging to parent a kid like this but we muddle through somehow!!!  I'm so pleased that we found you because you can challenge him in ways that I simply can't.  I'm excited to see where he goes under your tutorage. :)”  --Helen G, parent

“You are doing an awesome job with how you handle him.  I love the way you explain things to him. You are very kind and patient. Thank you.” --Vicki W, parent

“I just wanted to say hi and thanks for your help with Physics! This fall I am either going to take Calculus 1 over again or take Calc 2. ... Either way I am sure you'll be hearing from me.” --Casey L, student (college)

"Thank you. Without you, my son would not have gotten a B. I don't know what we would have done." --Marshall B, parent

"You clearly love what you do and are good at it. It comes through." --Rob S, student (MBA)