Tips on How to Find a Math Tutor

Tips on How to Find a Math TutorIf you have been thinking about taking a course of algebra, but you are unsure whether this will be the right route for you, it is time to get a math tutor. The only way to learn how to calculate things like sums, when you cannot rely on other people's advice, is by yourself. You need to assess your skills and think about what you can do yourself and what you do not want to do. This article should give you some ideas on how to find the best math tutor for you.While you are looking for someone to help you, keep in mind that you will want to base your decision on your own ideas and needs. You need to know that your tutor will teach you how to make your own mistakes and only as a last resort would you have someone who will explain the steps of what to do. Once you have considered this part, you are ready to look for a tutor. So how can you find a tutor?You will find that there are many companies offering tutoring services in your area. As such, you need t o take the time to find the one who best fits your needs. The following tips will help you find the tutor that will work best for you.If you have already done some research and come up with different possibilities for a tutor, you might want to try to visit the office that the tutor works at. Also, it might be worth it to ask him/her some questions about your requirements and the type of lessons that they will provide. A good tutor will be able to give you honest feedback on what you are trying to accomplish and the benefits that they can offer you.Now it is time to take the final step in this article. Do not feel bad about asking a lot of questions because it is the best way to get the best answers to your needs. At the same time, you need to try to get some good information. Asking questions is a great way to find out what a math tutor does and how they operate. They will not lie to you and will be eager to answer your questions.One of the best ways to find a tutor is to do a litt le bit of Internet research. There are many different ways to find a tutor online. But, the most commonly used method is through a personal recommendation from someone you know. Another option is to talk to some friends who also think that a tutor would be beneficial to them.If you have decided to use a math tutor, you should take the next step. There are many benefits that come from using a tutor and this article should give you a few ideas on how to find a good one. Stay healthy and start working on your future by preparing yourself for all the skills that you want to learn.

Dealing with Fear - How to Interrupt and Redirect Your Mind - Introvert Whisperer

Introvert Whisperer / Dealing with Fear - How to Interrupt and Redirect Your Mind - Introvert Whisperer Dealing with Fear How to Interrupt and Redirect Your Mind SELF-PROMOTION Let me emphasize that Self-Promotion doesn’t have to be obnoxious to be effective.  But, if you don’t Self-Promote you, who will?  If you ever want to get ahead, you have to learn how to Self-Promote. I want to help you accelerate your career by connecting you with your Free Instant Access to my video that shows you simple, yet effective ways to Self-Promote. Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleashing your professional potential. Introvert Whisperer

GRE Guide Single Question Passages

GRE Guide Single Question Passages GRE/MAT Graduate School Blog Perhaps the most overwhelming thing about the GRE is the test itself, as a whole. This article from HappySchools outlines the content and general format of the exam. The terrain covered by even the most conservative subsections can feel constantly in flux â€" and when most questions are asked only a single time on the test, prepping on a smaller scale often feels futile. But further compartmentalization actually breaks the test into fully digestible pieces, and when we look at the species of questions that exist in a micro-sense, we can see better when certain skills are being evaluated more than others. Noticing these differences is key to succeeding on the test, as going without often leads us to throw all of our skills at each question, a process that is draining and overwhelming. By noting the differences and curating our approach in a more fine-tuned way, we can save energy for later in the test, and have a better sense of question-consciousness, where we as test takers are resp onding to the questions as they are being asked, and not as we fear them to be. A couple years ago, I took this approach with a client to study the differences that crop up when we cut up and separate multiple official practice exams (and official here is key, as most test prep companies write their own material based on content areas and not question style). We focused on the Reading Comprehension questions in the Verbal section, and I intend to write 3 following blog posts laying out the differences we discovered through this process, beginning with single-question passages. By “single-question,” I’m referring to all of the questions that only require you to respond to an individual question; the other three varieties, naturally, are 2-question, 3-question, and 4-question passages, the last of which can be particularly nasty. But points are equivalent across the board, and you will see more single-question passages than 4-question ones, so we’re starting at the beginning. Take the following problem: This question is about the standard length and style for single-question passages, which are, the vast majority of the time, concerned with the logic of the passage. The question asked will also almost always be similar to “Which of the following, if true, most strengthens or weakens the argument?” In this case, the question will ask us about weakening the argument, but we need first to understand what that even means. For more information about the style of GRE Reading Comprehension questions, see this article from GREEdge. On the GRE, the term argument always refers to the logic as it produces the conclusion. So for our purposes, we can focus on the part of the passage that says “therefore” or some variation. Here, that part is that “the Maya must have used stone tools.” This conclusion is fundamentally the thing we are trying to weaken as we analyze the argument, but lets look closer at the pathway there. The Maya made carvings. The carvings would need hard stone or metal tools. Alright, let’s stop here for a sec. Neither of those things is untrue â€" in fact, we can’t take anything they say as untrue. A common mistake in students is that they assume what would weaken the argument is an alternative fact (like what if they had lasers?!?). But it’s clear here that if we start at two options (stone or metal) and conclude that stone is the answer, what we need most to weaken the argument is an alternate source of metal. Iron-ore deposits existed, but the Maya never figured out how to use them. We know they used copper and gold, but these aren’t hard enough. THEREFORE, they must have used stone. This could be a totally correct argument; I mean if there really was no other source of metal, we’d have to agree. But since our project is to weaken the argument, that’s the thing we need to produce. We’re going to look at the answers in a second, but before we do, I want to offer some cautionary advice â€" the test writes questions in ways to slow you down. It is not your friend, and it wants you to spend more than a handful of minutes on each question â€" this ensures you’ll take the test again in a few months. They aren’t incentivized to make it easy for you, and one of their best tricks is providing you with answers that are convoluted and messy so that you have to read them several times. So when I show you the answers, glide on past them to my analysis of them, and use that as a frame for breaking it down. Remember, our goal is to weaken the argument that concludes that stone must have been used, and that a framework for thinking about that is that we want an extra source of metal. As we read from the bottom up, lets look at these answers. The final answer primarily discusses how archaeologists disagree about stone tools. This is of no concern to us, as our primary concern revolves around finding additional sources of metal. This answer can be marked irrelevant. The penultimate answer choice discusses the smelting technique â€" which, if it could be applied to Iron, would provide us with a new source of metal. However, they say it could NOT be so used, and thus this answer strengthens the argument. This is a difficult choice primarily because it’s an example of the test masking a wrong answer with right clothing, and these are especially tricky to watch out for. Answer C discusses the hardness of the stone, and once we recognize that fact we know immediately that whatever effect it might have on the argument, it is not for us. We care about metal, single-mindedly. Answer B provides an example of artifacts that have been found, but reiterates that these would have been too soft. No luck, once more. But Answer A refers to a meteorite that, even in the hypothetical, would provide a source of metal that the passage failed to address, and so produces the possibility of weakening the argument. The struggles that I see most students facing in problems like this is first, substituting facts they imagine about the passage for the logic the passage presents to us; second, forgetting the hole in logic they are looking to exploit as a result of the length and difficulty of the answer choices; and third, misreading the answer choices (as Answer D tries to provoke). To fight these, remember that the passage only speaks in facts until its conclusion, which is simply poorly drawn, not wrong as such. Also, maintain your focus on this hole â€" if you can say “new source of metal” don’t substitute it for something you read that’s different without double and triple checking. Third, read carefully, and always keep at the forefront of your mind that the test is messing with your attention span and actively, constantly trying to throw you off your game. To look at another question like this, check out the one below: This technically doesn’t ask to strengthen or weaken, but notice how attentive the question is to the passage’s logic. “Which of the following, if true” remains our hallmark, but the thing we’re looking to do is draw a conclusion about the facts presented to us, so we are in a slightly different capacity. But if we break down the passage into its basic sequence of facts, it looks a lot easier to think through. No job goes to an outside applicant if an internal applicant who is qualified applies. [In pure logic terms this means â€" If internal applicant applies and is qualified, they get the job.] Numerous employees have been qualified for any given positions. Some of those positions go to outside hires. At this point we almost have the answer in front of us, and we haven’t even looked at the answers, because the passage lays out its own logic for us. Many are qualified, but some jobs go to outsiders could only suggest that some who are qualified have not applied (which would be easy to imagine for entry-level positions). Answer A most exactly looks like this variation, as it discusses the lack of applications from current employees. But let’s check out the other answers. Answer B suggests a lack of notification to current employees. This is wrong in the first place because the opening sentence refers to advertisement and this answer would depend on the statement in the passage being false. But it fails, also, to address the problem of “application” and so can be discarded before even realizing all that. Answer C is little more than a possible fact, which might be true (given that employees + outside hires = more employees), and its truth can easily distract us from the focus on the passage’s logic. But it might also not be true; if the turnover is consistent the employee count might stay pretty low. Answer D references the non-qualification of certain hires â€" this is a great example of the kind of alternative-fact that students often fall for. These kinds of answers distract us by their power to transform the conclusion without being within the logical realm of the question. The problem, remember, is the non-application of certain current employees, not the qualifications of those who are hired, which the passage implies strongly actually possess those qualifications. Answer E might also be true, but bears no relevance to our logical conundrum and should similarly be discarded. These single-question passages will appear 3-4 times on your Verbal section, and as a result will come in a variety of logical flavors, even though they hew closely to the same format. It’s worth familiarizing yourself with them and their question styles and answer choices the same way you would prep your knowledge of triangles for the math section. Your job in reading comprehension is not just the flimsy concept of “comprehension” â€" it can be compartmentalized in similar ways to the math section and gradually, studiously conquered. Stay tuned for future installments! And enjoy these similar questions below. About the Author Ben is one of MyGuru's most experienced and qualified GRE/test prep tutors. For more information on him and others like him, click here.

GMAT Quant 101 Basic Facts Concepts to Remember

GMAT Quant 101 Basic Facts Concepts to Remember GMAT MBA Admissions Blog In our GMAT tutoring sessions, we constantly remind students that the GMAT is not a math test. Although there are some rules you need to know, doing well requires that you think in a structured yet flexible way and approach each question as a problem that needs to be solved strategically and creatively. Rote memorization of facts and formulas is not the answer. Building critical thinking skills is the path to a 700+ GMAT score. All that said, you will need to memorize some mathematics information before test day. This primer introduces some of those important facts. Set the right mental context for what you’ll need to memorize. It’s important to remember that you will not have a calculator on the GMAT; it will be necessary to memorize a few mathematical equations and rules. Many people feel most overwhelmed with the Quantitative material on the GMAT, but you won’t encounter anything beyond topics you learned in high school. All it takes to master this section is enough dedication to recall and then retain information that you’ve most likely already learned in the past, combined with enough practice in applying these concepts to seemingly very tricky problems using lots of critical thinking, problem solving, and process of elimination. Draw your shapes. There is a fair amount of geometry on the GMAT. You should be prepared to remember facts about various shapes. Draw the shapes when you can â€" visual cuesare easier for your brain to process and remember. Take triangles as an example. You have to remember many equations and rules for different types of triangles (Pythagorean theorem, interior and exterior angles, area, etc.). It can be helpful to list these and draw them as well. Actually draw a right triangle, label the sides (a, b, c) and fill in the fixed angle amounts. Go through the same process for angles, quadrilaterals, circles, angles, and uniform solids. Recall your high school algebra equations. You’ll need to know various math rules and formulas to perform well on the GMAT. Again, these should look familiar from the math classes you took in high school. For example, how many of the bullets below are familiar to you? Order of operations FOIL (first, outside, inside, last) when multiple two binomials (i.e., (a +b ) (c + d) exponent rules radical rules Slope of a line, or y = mx + b MBA Crystal Ball has a great article covering most of the algebra formulas you’ll need to master in the GMATquant section. Here are some other helpful GMAT quant issues to remember. Memorize the answer order for data sufficiency questions. The answers are the same for every question, so the GMAT doesn’t write them out for you. You’ll save lots of time if you’re able to memorize and quickly recall what A, B, C, D, and E represent: (A) statement 1 alone is sufficient, but statement 2 alone is not sufficient to answer the question (B) statement 2 alone is sufficient, but statement 1 alone is not sufficient to answer the question (C) both statements taken together are sufficient to answer the question, but neither statement alone is sufficient (D) each statement alone is sufficient (E) statements 1 and 2 together are not sufficient, and additional data is needed to answer the question In situations where all answer choices are numerical, it can be helpful to backsolve(plugging the answers into the question). Start with C, usually the median number, and use it in the equation. This is an easy way to eliminate answers quickly. QS Top MBA wrote a nice article summarizing most of what you need to understand to master GMAT data sufficiencyquestions. Use mental math as often as you can. If a question uses decimals, (3.2, 4.8, round up to whole numbers to make quick calculations in your head). If you are asked to multiply something by 20% or 30% or 40%, first multiply it by 10% (something most of us can do quickly), and then multiply the result by 2 or 3 or 4. Mental math is all about breaking something that seems complicated on its own into easier steps in your head. Time management is critical on the GMAT. Taking even an extra 30 seconds to manually work out a problem that can be completed using mental math wastes precious time. It also increases the possibility that you might make a calculation error. Mental math also has a way of improving your more general math skills. As explained in this article on mental mathby Shelley Gray, a math teacher, it forces you to understand instead of memorize as well as follow a logical thought process. Both of these factors will help you build your GMAT math skills more generally. Final Thoughts The GMAT tests your ability to think strategically. As in business more generally, you are asked to take what you know and apply it to a given situation to choose the best alternative.This article was intended to provide a high level overview of the math and quantitative reasoning related GMAT topics you’ll need to know to do that, but it’s critical to keep in mind that practicing actual GMAT problem under timed conditions and learning from your mistakes is what will lead to GMAT success. For more information on GMAT tutoring and our GMAT tutors, click here. For an introduction to available online options, visit our online GMAT page. Also, if you think you may be interested in one of our free GMAT skills webinars, where you'll be introduced to the online tutoring process, major GMAT concepts, and our Director of Online Tutoring will answer specific questions from attendees, click here for more information on how to sign up.

How to Succeed If You Have To Cram For A Test

How to Succeed If You Have To Cram For A Test You should always do everything within your power to avoid cramming for a test: schedule study time every week, partner with someone who will keep you accountable, visit the teacher during office hours to ask questions about the material - whatever it takes. However, there are some times where you simply run out of time, and if you're reading this post, you're probably in that situation. Here are your best bets for success when studying the day before an exam. Keep your energy up The body needs fuel, but caffeine and junk food won't improve your learning curve. In fact, you'll study better if you don't eat much sugar at all. You don't want to crash, so consume high protein snacks and plenty of water if you're hungry while hitting the books. If you are craving something sweet, eat a piece of fruit or dark chocolate. Change the scene With the multitude of distractions available in your apartment or dorm, a new environment may actually improve your retention. Take your essentials somewhere with fewer temptations to slack off. Coffee shops, bookstores, the library, or a quiet lounge on campus might work. Set up somewhere with a minimum of distractions where you can concentrate without interruptions or being asked to move. Find safety in numbers If you have already established a study group, you'll have an easy time finding someone to study with the night before a test. If your class has set up an informal directory, reach out and find someone to work with. You learn how much you know - or don't - best when you have to describe concepts to another person aloud. A duo, or team, can better determine what you need to cover. Plus, you can quiz one another as you review the material. Put it in writing Rewriting your notes can be a great study method. However, writing does not mean copying notes verbatim, but rephrasing, condensing, and changing the order of the material. Halving the length of your notes forces you to find out what the highlights are and increases the efficiency of your studying. Also, writing items out may cement the concepts in your memory more effectively than re-reading them. As you review your notes, arrange them in digestible groups instead of attacking all the material at once. Take a break If you have all day to study, take 20- to 30-minute breaks. If you only have the evening before the exam, take a ten-minute break every hour. During the break, stretch, take a walk, or get a snack. Once you get in this habit, you may find that you are concentrating 80 percent of the time, instead of being distracted and studying during only half of your scheduled time - a 30 percent increase in efficiency. Prioritise It's past the point when you can stuff every detail of the term into your head, so make sure that you are clear on the major concepts. Move on to the details only once you are certain that you know the most important material. If you are reviewing a text, read the first chapter, the final chapter, and the first and last paragraphs of the intervening chapters. Sleep on it You will likely perform better if you are reasonably well-rested. Try to get up two hours before the test so you aren't trying to recall the data-jam of the night before while you're still in snooze mode. Keep in mind that over-caffeinating as you study can decrease your performance by limiting your ability to sleep. Snacking too late in the evening can also be harmful.

Using the Internet for Study an Optimization or a Waste of Time

Using the Internet for Study an Optimization or a Waste of Time Time is one of the main values in our days. World around us changes so rapidly and in order to catch up with all new trends we need to be quick-minded, communicative and well-informed. Only full assimilation of the newest technologies in our everyday activity can help us to be on top in the pursuit for success in study, career and even in personal life. Informational technologies and especially the Internet offer endless opportunities for acceleration and perfection of a child’s learning and development. The Internet allows to find study materials very quickly, to be well up on recent scientific and educational events and researches. School and college tutors guide children on the first stages of their lives and they must teach juniors to use the Internet in a right way not just for games and entertainment. Of course the Internet is not a solution of all educational problems. It is only a useful tool that can be used by teachers to make learning more efficient and interesting for students. Here are some ideas for tutors how to use the Internet in study process: electronic educational supplies are a good alternative and addition to paper textbooks; on-line tests, quizzes in chats and blogs are an efficient and time-saving ways to check digestion of a curricular material; the Internet is a source of various visual study aids, such as images of pieces of art, portraits, models, simulator programs, etc.; educational entertaining web-sites allow to learn and have fun simultaneously, besides these web-sites are cultivating childs interest in subject; information available on web can be used for student’s research and survey works; participating in educational subject’s connected groups and circles on social networking services, as such Facebook, MySpace, Twitter, can stimulate interest in study and can provide for additional information on learning disciplines. Excellent tutor must not just pass knowledge to students, it is also necessary to arouse curiosity and sincere thirst for knowledge in heart of each child. New study methods and tools available in the Internet are indispensable for achievement of these high goal and it is inadmissible neglect web opportunities. If you need a tutoring assistance for you of your child visit TutorZ.com and we will help you find a perfect personal tutor in any subject: English, Spanish, French, algebra, calculus, physics, chemistry, pharmacology, computer, programming, economics, finance, accounting and many others. Our service is free for students! Using the Internet for Study an Optimization or a Waste of Time Time is one of the main values in our days. World around us changes so rapidly and in order to catch up with all new trends we need to be quick-minded, communicative and well-informed. Only full assimilation of the newest technologies in our everyday activity can help us to be on top in the pursuit for success in study, career and even in personal life. Informational technologies and especially the Internet offer endless opportunities for acceleration and perfection of a child’s learning and development. The Internet allows to find study materials very quickly, to be well up on recent scientific and educational events and researches. School and college tutors guide children on the first stages of their lives and they must teach juniors to use the Internet in a right way not just for games and entertainment. Of course the Internet is not a solution of all educational problems. It is only a useful tool that can be used by teachers to make learning more efficient and interesting for students. Here are some ideas for tutors how to use the Internet in study process: electronic educational supplies are a good alternative and addition to paper textbooks; on-line tests, quizzes in chats and blogs are an efficient and time-saving ways to check digestion of a curricular material; the Internet is a source of various visual study aids, such as images of pieces of art, portraits, models, simulator programs, etc.; educational entertaining web-sites allow to learn and have fun simultaneously, besides these web-sites are cultivating childs interest in subject; information available on web can be used for student’s research and survey works; participating in educational subject’s connected groups and circles on social networking services, as such Facebook, MySpace, Twitter, can stimulate interest in study and can provide for additional information on learning disciplines. Excellent tutor must not just pass knowledge to students, it is also necessary to arouse curiosity and sincere thirst for knowledge in heart of each child. New study methods and tools available in the Internet are indispensable for achievement of these high goal and it is inadmissible neglect web opportunities. If you need a tutoring assistance for you of your child visit TutorZ.com and we will help you find a perfect personal tutor in any subject: English, Spanish, French, algebra, calculus, physics, chemistry, pharmacology, computer, programming, economics, finance, accounting and many others. Our service is free for students!

The Perception of Math Venus vs. Mars

The Perception of Math Venus vs. Mars The Perception of Math: Venus vs. Mars Mathematics Anxiety” a Cause for Underrepresentation of Women in STEM Fields Performance, social acceptance, preference. There have been many debates on why women are often underrepresented in the male-dominated science, technology, engineering and math fields (STEM). According to one recent study, girls across the globe are experiencing more “math anxiety” than boys, resulting in negative emotions and overall avoidance of math topics. What’s even more concerning? It’s affecting all girls. Even in countries with higher gender equality. You must be wondering, why? Scientists aren’t sure, but signs are pointing towards social conditioning. Parents appear to play a huge role, with the study finding that girls weren’t as likely as boys to say that their parents taught them the value of math. In fact, these findings aren’t totally newâ€"a 2007 study  found that stereotypes could impact academic performance. They tested “stereotype threat” in a classroom setting, with two sets of female students each receiving the same math education, but with one set being taught by an instructor that would mention the stereotype that women aren’t as good at math as men. The result? The class exposed to the stereotype performed noticeably worse on math tests than the controlled class. Whether it be in school or in society, girls may hear gender stereotyped messages about math skills. However, with Kumon, all students, regardless of age, grade or gender, have the opportunity to prove to themselves how capable they are in math on a regular basis because the program allows students to work up to their ability level. The self-confidence that comes with Kumon study can increase a girl’s resilience to the stereotypes and social conditioning, as they typically develop a strong sense of their own capabilities. Kumon’s mission is to discover the potential of every child and develop his or her ability to the maximum. Whether your children need additional support to reach their grade level or a little extra challenge outside of the classroom, Kumon’s self-learning method helps build the confidence required to succeed in school and in life. You might also be interested in: Common Core and School Math Fear of math word problems? Why developing reading ability may be the solution to help your child. What is the Kumon Method? 4 Fun Ways to Perfect Your Child’s Mental Math Skills The Perception of Math Venus vs. Mars The Perception of Math: Venus vs. Mars Mathematics Anxiety” a Cause for Underrepresentation of Women in STEM Fields Performance, social acceptance, preference. There have been many debates on why women are often underrepresented in the male-dominated science, technology, engineering and math fields (STEM). According to one recent study, girls across the globe are experiencing more “math anxiety” than boys, resulting in negative emotions and overall avoidance of math topics. What’s even more concerning? It’s affecting all girls. Even in countries with higher gender equality. You must be wondering, why? Scientists aren’t sure, but signs are pointing towards social conditioning. Parents appear to play a huge role, with the study finding that girls weren’t as likely as boys to say that their parents taught them the value of math. In fact, these findings aren’t totally newâ€"a 2007 study  found that stereotypes could impact academic performance. They tested “stereotype threat” in a classroom setting, with two sets of female students each receiving the same math education, but with one set being taught by an instructor that would mention the stereotype that women aren’t as good at math as men. The result? The class exposed to the stereotype performed noticeably worse on math tests than the controlled class. Whether it be in school or in society, girls may hear gender stereotyped messages about math skills. However, with Kumon, all students, regardless of age, grade or gender, have the opportunity to prove to themselves how capable they are in math on a regular basis because the program allows students to work up to their ability level. The self-confidence that comes with Kumon study can increase a girl’s resilience to the stereotypes and social conditioning, as they typically develop a strong sense of their own capabilities. Kumon’s mission is to discover the potential of every child and develop his or her ability to the maximum. Whether your children need additional support to reach their grade level or a little extra challenge outside of the classroom, Kumon’s self-learning method helps build the confidence required to succeed in school and in life. You might also be interested in: Common Core and School Math Fear of math word problems? Why developing reading ability may be the solution to help your child. What is the Kumon Method? 4 Fun Ways to Perfect Your Child’s Mental Math Skills