Contact: Gregory Stodolsky g.stodolsky@gmail.com 917-549-7498

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), I connect and finally fully explain and an 800-year-old riddle (p-series) and a tenet of complex analysis (the residue theorem) 

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.

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gregory stodolsky