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 over a decade of teaching 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 Tutoring Services, 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.
Some of my personal standardized test results have been:
- On Test 17 of the ExCET I received a 94 out of a 100. This test certified me to teach secondary math 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.
- 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.