Ryan A.


  • Graduated from UCLA with a B.S. in Pure Mathematics

Notable Experience

  • Graduate Teaching Assistant at Cal Poly Pomona
  • UCLA CalTeach Intern
  • Mathematics Instructional Director and Executive Director of Bruin Initiative at UCLA
  • Content Intern at CK-12


  • Math: Algebra 1, Algebra 2, Geometry, Precalculus
  • Standardized Tests: SAT, ACT, PSAT

Tutor Rates

  • $49/hour - 12 Sessions
  • $59/hour - 4 Sessions
  • $79/hour - Single Session

Teaching experience

  • Mathematics Tutor with Bruin Initiative (4 yrs)
  • Graduate Teaching Assistant at Cal Poly Pomona (current)

Video Introduction

Teaching Sample


I have always enjoyed mathematics, but it was not until I started tutoring mathematics in high school that I wanted to completely engage myself in the subject and teaching. I fostered my love of mathematics and mathematics teaching throughout my entire high school and undergraduate careers. I was able to teach in and run a service organization aiming to provide college-prep instruction (including mathematics instruction) to Los Angeles student communities who have been historically-excluded from higher education. I have also gained experiences in curriculum design and in classroom teaching throughout the past few years, with programs such as UCLA’s CalTeach program and CK-12’s internship program. At this moment, I am a graduate student at Cal Poly Pomona studying applied mathematics with hopes to teach mathematics at the college level.

Pronouns: He/Him/His

Tutoring style

As a tutor, it’s important for me to not only model strong problem solving techniques, but it is equally if not more important for me to guide and allow a student to gain stronger problem solving techniques on their own. In my sessions, I emphasize the mentality of “owning” your learning and participation in mathematics, and I try to have students look at mathematics as an adventure that they have control of the “steering wheel” in which they can learn and eventually become more creative in mathematics with.

One of the biggest gateways toward success I see from students is confidence, so regardless of the level of mathematics a student is studying, I lead students into strengthening their self-esteem in exploring ideas, sharing conclusions and connections, and learning from their mistakes. On top of that, I try to encourage a more positive outlook on mathematics, especially for students who tend to struggle in the subject, in which students can look more intuitive than mysterious and as a subject that they can apply to their own lives.

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