Hi, I'm Ryan. I really love understanding things clearly and helping others do the same! I live for that "aaaahhhhh!" moment when understanding dawns and everything clicks.

When I'm not helping others learn, I'm learning more myself! Currently I'm focused on practical aspects of data analysis but I'm really interested in Bayesian methods and want to get around to learning some more information theory soon. To see what I'm up to, please visit my personal website

I also love living in the beautiful PNW and hiking, backpacking, trail running, climbing and snowboarding.


Mostly pure math, with a good amount of physics thrown in. I earned a bachelor's at Berkeley and a master's at Cambridge, both in math. I have done some graduate coursework at the University of Texas in Austin -- I left the math PhD program there to pursue tutoring and a transition to data science.


I've been tutoring for over 10 years. Over the years I've worked for various tutoring organizations, in both paid and volunteer roles. I've also worked as an individual private tutor. I was a graduate teaching assistant while studying at UT Austin.

I started tutoring at City College of San Francisco in 2006. Since 2014 I've specialized in tutoring upper-division undergraduate math and statistics. There is a relative lack of supportive resources available to students studying math at this level. Since 2018 most of my tutoring has moved online and I've had the pleasure of working with students all over the US.

Teaching Philosophy

The more I tutor, the more I learn to appreciate that students are individuals, each with their own strengths and weaknesses and way of understanding. I try to adapt to each student as much as possible, and to that extent there is a lot variation in the way I tutor.

In general my tutoring style is patient, flexible, supportive and highly communicative. Principles and concepts are emphasized over rules and memorization. Metaphor, analogy, pictures, and words are as important as symbols and equations. I try to help students steer students away from the dreaded plug-and-chug mentality — the ability to effectively select and use the right tools for a problem follows from a solid understanding of the concepts involved, and not the other way around.

I work to help students not only learn to do math but to really understand it, and in doing so, hope to impart some appreciation for its beauty and truth.