Award-Winning Geometry Tutors
serving Tacoma, WA

A Stanford math degree paired with a history PhD in progress means Najja toggles daily between formal mathematical reasoning and the kind of argumentative writing that underpins geometric proofs — making two-column and paragraph proofs feel less foreign to students who think of themselves as "not math people." He unpacks the logic behind circle theorems, triangle inequalities, and angle-side relationships by treating each theorem as a claim that needs evidence, much like a historical argument.

Teaching geometry as adjunct faculty at Washington State University gave Moayad a clear picture of which proof techniques and spatial reasoning skills trip students up most — particularly when problems layer angle relationships on top of triangle congruence or circle properties. His two math degrees mean he can unpack the formal logic behind each theorem while keeping the visual intuition front and center.

Proofs are usually the first place Geometry students feel lost — suddenly math requires written arguments, not just calculations. Alice teaches students to read diagrams like stories, identifying congruence relationships and angle properties that make each proof's logic visible. She treats every problem as a puzzle with a strategy to uncover, which turns Geometry's abstract side into something approachable.

Proofs are usually the first place geometry students feel lost, because suddenly math asks them to explain *why* something is true instead of just computing an answer. Cory tackles this by walking through the logic of congruence, similarity, and parallel-line theorems as a conversation — asking questions that lead a student to construct the argument themselves. That approach builds the deductive reasoning skills that carry well beyond the geometry classroom.

I am a professional scientist with multiple years of experience in the biopharmaceutical field. I have spent time in the classroom with elementary aged students and am comfortable with this age group. I am also familiar with AP classes and ACT/SAT preparation. I look forward to sharing my love of learning with students and helping them achieve academic goals!

An econometrics degree is built on modeling relationships between variables — and in geometry, that same instinct for structure kicks in when students need to see how angle relationships, congruence criteria, and parallel line properties connect inside a single diagram. Chica teaches students to read a geometric figure the way she'd read a dataset: identify what you know, figure out what's linked, and build toward the answer step by step. Rated 5.0 by students.

Proofs are usually where Geometry students panic, but the logic behind them is surprisingly close to building a written argument — something Avalon spent four years practicing in USC's honors reading and writing program. She applies that same structured reasoning to angle relationships, triangle congruence, and circle theorems, walking through each proof step by step.

Flying airplanes requires constant mental geometry — calculating descent angles, visualizing approach paths in three dimensions, and reasoning about distances and bearings on navigation charts. Jon's commercial aviation training at the University of North Dakota means he can ground abstract concepts like angle relationships and triangle properties in real-world spatial problems that make the material feel less theoretical. He's especially comfortable with the measurement and application side of the subject, where precision actually matters.

I am an undergraduate earning my Bachelor's degree in Electrical Engineering from the University of Washington. I have already earned my Associate's of Arts with honors through the running start program, and graduated high school as a Valedictorian. I have worked with Disability Resource Services in taking notes for students, and have also offered assistance with homework to other students. As an engineering student, I am able to use my experience to offer assistance with math. I am also able to tutor in chemistry since I have already completed the general chemistry series. I believe that education is extremely important in life, not only for the purpose of knowledge, but also for the determination and ambition that learning teaches us. Understanding concepts not only takes time, but also dedication. As a student who has also attended many tutoring hours, I have come to understand that concepts sometimes require different approaches to finally have that idea click.

Working with Varsity is flexible and fun. I worked for over 25 years as a civil engineer solving flooding problems and improving fish habitat. I changed careers to teaching math about five years ago. I have taught high school math from Algebra I to AP Calculus. I enjoy working with people to achieve their academic goals. When I am not doing math I like to sail, ski rock climb and cook. I look forward to meeting you!

I developed a strong interest in mathematics after high school, when Algebra 1 showed me the value of learning concepts step by step. I graduated from the University of Washington with a BA in Music Education, a minor in Music, and a K-12 Teaching Certificate, while also completing college-level coursework in Algebra, Geometry, Trigonometry, and Pre-Calculus. Later, I returned to school for mathematics certification and went on to teach math from 4th through 12th grade during a twenty-three-year career in public education. I hold a current Washington Teaching Certificate in K-12 Choral Music and 4-12 Mathematics. For the past six years, I have focused exclusively on online math instruction, helping students with coursework, test preparation, and confidence-building through clear, logical explanations.

I'm a tutor who loves the moment when a concept finally clickswhether that's solving a calculus problem or debugging a first Python script. With experience teaching math from elementary to college level and professional training in full-stack development, I help students build confidence alongside competence in both math and programming. At Mathnasium, I worked with groups of 4-6 students at different levels, learning to adapt quickly to different learning styles. I bring that same flexibility to teaching HTML, CSS, JavaScript, Python, and other programming languages. I don't just give answersI guide students to discover solutions themselves because that's what sticks. Whether it's explaining why a for-loop isn't working, walking through derivatives, preparing for the SAT, or building a first web page, I focus on understanding over memorization. I'm patient but direct, and I adjust my approach based on what's actually working for each student. My goal is simple: make learning feel achievable, not intimidating, and give students tools they can use long after our sessions end.

Proofs are usually the first place Geometry students feel lost, because the subject suddenly asks them to justify every step rather than just compute an answer. Christopher teaches students to treat each proof like an engineering problem: identify what's given, figure out what's needed, and build a logical bridge between the two using congruence, similarity, and angle relationships. His structured approach has earned him a 4.8 rating from students.

Having taught Geometry at a charter high school, Wamweni knows exactly where students get stuck — whether it's writing two-column proofs, applying triangle congruence theorems, or visualizing transformations on the coordinate plane. She approaches each topic by connecting it to something concrete before moving into formal reasoning. Her 5.0 rating speaks to how well that method lands with students.

Proofs trip up a lot of geometry students because they require a completely different kind of thinking — constructing logical arguments instead of just computing answers. Kirstie's liberal arts background actually strengthens her approach here, since she treats geometric proofs the way she'd treat building a persuasive essay: claim, evidence, reasoning. She also covers the computational side, from triangle congruence to circle theorems.

A year as a course assistant in Harvard's math department taught Richard how to break abstract reasoning into concrete steps — a skill that pays off in geometry when students need to connect definitions, postulates, and theorems into a coherent proof. His government major, which is essentially an exercise in building airtight arguments from messy evidence, reinforces the same logical sequencing that two-column and paragraph proofs demand.

Proofs are where most geometry students stall — the jump from calculating angles to constructing logical arguments feels like a completely different subject. Caroline's engineering training at WashU required rigorous spatial reasoning and formal proof techniques, so she teaches geometry as a system of logic rather than a collection of shape formulas. She unpacks each theorem step by step until the reasoning becomes second nature.

Proofs are usually where geometry goes from comfortable to confusing — suddenly students need to justify every step with logic instead of just measuring. Matt approaches geometric reasoning as a structured argument, walking through angle relationships, congruence criteria, and parallel-line theorems in a way that makes each proof feel like solving a puzzle rather than following a script.

An English major might seem like an unlikely geometry tutor, but Ayako's 1540 SAT score speaks to serious quantitative chops — and she approaches geometric reasoning the way she approaches a close reading, breaking a complex figure into its component parts and asking what each piece tells you. She's especially effective at teaching students how to extract usable information from dense diagrams involving circles, inscribed angles, and overlapping triangles. Rated 5.0 by students.

Kevin's Philosophy, Politics, and Economics program at Penn is essentially a training ground in structured argumentation — building claims from premises, identifying logical gaps, defending conclusions — which maps directly onto geometric proof-writing. He teaches students to treat two-column proofs the same way they'd treat a debate: state what you know, justify every step, and never skip a link in the chain. His 34 ACT composite reflects the kind of precise, methodical reasoning that makes geometry's logical demands feel manageable.

A math major at Washington University with a 35 ACT, Kathleen has the kind of fluency across algebra, trigonometry, and spatial reasoning that lets her spot exactly which prerequisite skill is tripping a geometry student up — whether it's solving equations inside angle relationships or applying trig ratios to right triangles. She teaches the "why" behind each theorem so students can reconstruct steps on their own instead of memorizing proof templates.

A political science degree from the University of Chicago means Asta spent four years constructing airtight arguments from premises to conclusions — exactly the skill that makes geometric proofs click. She applies that structured reasoning to two-column proofs and logical chains involving congruence, triangle properties, and circle theorems, treating each one like a case to be built rather than a formula to memorize. Rated 5.0 by students.

Proofs are usually the first place geometry students feel lost, because suddenly they're being asked to construct arguments instead of compute answers. Ben teaches proof-writing as a logical skill: identifying what's given, what's needed, and which theorems bridge the gap. His approach turns the frustration of "I don't know where to start" into a repeatable process.

Proofs are usually where geometry students panic — the logic feels nothing like the computation they're used to. Rachel spent her Dartmouth engineering program constructing logical arguments from axioms and constraints, so she's comfortable walking students through how to set up two-column and paragraph proofs while also tackling area, volume, and triangle congruence.