Meet Your New Math Teacher
Since receiving his credential in 2012 from the California State University system, David has worked in both Middle School, where he developed a solid understanding of teaching students foundational skills, and High School, where he taught students with a wide range of abilities. After teaching in California public schools for 13 years, he pivoted away from the grading relationship with students in a classroom environment to focus on the part of the process he loved most: engaging students in the learning process. Through online tutoring with individuals and small groups, he is able to help students achieve greater success in a shorter amount of time than can be accomplished in a full classroom setting.
When he’s not preparing lessons and supporting students, David enjoys spending time with his wife and two sons. He skis in the winter, flies stunt kites in the spring, and bakes sourdough bread year-round. His favorite math topic is prime numbers and he loves to talk to people about the definition of a prime number and how most primary school teachers get it wrong.
Meet Your New Learning Platform
The Math Solution utilizes a combination of video meeting and dual cameras for students. Students will use a standard webcam for themselves, allowing the teacher to recognize visual signs of confusion or understanding, as well as a document camera or second screen showing their written work, allowing the teacher to see their mathematical process. In this way, The Math Solution mimics a real-life classroom, but with the individualized attention a small-group environment allows.
My Philosophy
At the heart of my approach is a growth mindset: the belief that ability is not set in stone but can be developed through effort and effective strategies. I believe that all people want to learn and improve and that, with the right support, they can.
Through my spiraling approach, students return to familiar concepts in new ways. This reinforces skills, deepens understanding, and helps students form lasting connections with the material. In this way, students build both confidence and long-term retention — giving them the courage and insight to approach unfamiliar problems.
In my sessions, I encourage students to derive elegant solutions, not just find answers. True understanding comes from exploring why something works, not just how to do it.
Ultimately, I believe that spending time developing clarity, insight, and confidence on a few well-chosen problems is far more valuable than racing through many. Through thoughtful repetition and exploration, students discover that math isn’t about speed or innate talent — it’s about growth, curiosity, and making sense of the world one problem at a time.
