Twice published mathematician. Explainer of some of the worlds oldest mathematical mysteries.

13 years of tutoring for students at Stuyvesant, Bronx Science, Lehman, Trinity, Dalton, Brearley, Spence, Horace Mann, Avenues, Riverdale, Regis, Brooklyn College, HSME and many more

NYC companies: Partners with Parents, LeapUp learning, The School at Columbia, The United Nations School, A+ Tutoring, AccuTutor, Tutor Tango and many more, word of mouth. 20 years tutoring in Germany: Bavarian International School (BIS). Munich International School (MIS), Lernzirkel, Studienkreis and many more, word of mouth

All standardized exams: ISEE, SHSAT, SSAT, PSAT, ACT, SAT, Math SAT I & II Subject Tests.

IN THE LAST 4 YEARS 16/18 OF MY SHAT STUDENT WERE ACCEPTED INTO THE SPECIALIZED HIGH SCHOOLS

MY SAT STUDENTS REGULARLY SCORE 1550-1600

All school-math subjects 1-12, including AP Calculus AB/BC                                                        Undergraduate: multivariable calculus, linear algebra, analysis, complex analysis, Fourier series

Author of two acclaimed papers in the College Mathematics Journal (Mathematical Association of America, MAA) that connect and finally fully explain an 800-year-old riddle (p-series) and a tenet of complex analysis (the residue theorem) 

GREGORY STODOLSKY 917 549 7498

Calculus is explained backwards. To start off with, students are taught about limits for no discernible reason whatsoever, no mention of Achilles and the turtle, the riddle that started it all! The amazingly simple and undeniable idea of taking the limit as we make more and more blocks to get the area under the curve should be next. Instead the highly abstract notion of the derivative (containing a "0/0” limit) is introduced mystifying students for the duration the course. When the area under the curve finally appears it is introduced as the anti-derivative.

GEOMETRY

There are three main things that are actually of lasting interest mathematically about this kind of basic proof in geometry. All three are of course never even mentioned in school.

Number one the first proof ever in mathematics why the square root of two is not a rational number.

Number two the fact that you cannot trisect an angle using a compass and a ruler which was only proved this century.

And the most important goedels theorem. Which is a theorem that shows it may be impossible to formalize an axiomatic system. Which means maybe not everything can be “ perfectly” proved in the sense of a Turing machine. The school books and the teachers do not really understand that and they go into way too much detail trying to formalize.