# Eli Amzallag

**Master Tutor**

CUNY Graduate Center, 2018, Mathematics PhD with 4.0 GPA; CUNY Queens College, 2010, Mathematics and Economics BA; Phi Beta Kappa Honor Society; William Withers Award; Eva Jacob Paulson Memorial Award; 98th percentile on SAT Math.

With brief stints in the Philippines and Los Angeles, Eli is a lifelong New Yorker. He finished his high school math curriculum early and took college courses in multivariate calculus and differential equations during his senior year, while also serving as a TA for the single variable calculus classes his fellow high schooler were taking. When he went off to attend UCLA for college, his passion for communicating mathematics made it easy for him to develop a full SAT I Math curriculum for a local tutoring company. He also continued tutoring mathematics privately and, later, in the math lab at Queens College. After deciding to double major in mathematics and economics, he taught lab classes for econometrics. When he began graduate school, Eli also started teaching mathematics courses across the undergraduate spectrum, from those geared toward non-STEM majors all the way up through advanced offerings like abstract algebra. His evaluations from students and colleagues alike confirmed that his affinity for helping others understand mathematics shone through during his high-energy lectures.

In addition to working with students to improve their grasp on various mathematical concepts at all levels, Eli has also tutored chemistry, physics, and German. His background in standardized test preparation is also extensive and includes the SHSAT, the NYS Regents, the SAT, and the SAT Subject Tests. Because of all this tutoring experience and because Eli fully understands how different students benefit from different approaches, he decides which methods of explanation will be most suited to a given student and modifies his approach when a student is pressed for time with a looming deadline. Moreover, Eli believes it is of paramount importance that tutors work with parents as a team, so he often solicits input and feedback from families, keeping the lines of communication as open as possible.

When he is not teaching math or developing curricula, you can likely find Eli watching a movie in a movie theater, talking about movies, reading about movies, or trying out some amateur screenwriting. He’s even dabbled in applying mathematical logic to film criticism. Until he figures out a way to bridge his two greatest passions more strongly, however, there’s always that calculus optimization problem about where one should sit in a movie theater auditorium for the best view of the screen.