
This summer intensive workshop is taught by Sergey, a graduate of Yale University's Department of Chemistry with over 20 years of experience teaching mathematics, physics and chemistry. It is designed for students taking IB Mathematics AA HL (Analysis and Approaches, Higher Level). The course systematically covers the core G11-G12 AA HL content with extensive targeted practice, helping students consolidate concepts, sharpen problem-solving, and push for the top grade of 7. The focus is on understanding exactly what the IB curriculum requires and, through extensive practice, building a complete and confident grasp of every concept and question type, with the clear goal of reaching a top score of 7. The pace is intensive: four 2-hour sessions a week, 20 sessions in total, ideal for students wanting a concentrated push in AA HL over the summer.
Sergey is a seasoned full-time tutor with over 20 years of experience teaching mathematics, physics, chemistry and related science subjects, and a long track record of helping IB students achieve excellent results in their mathematics and science courses. Sergey studied at Yale University, where his research lay in the fields of theoretical and computational chemistry. As a graduate student at Yale he served as a teaching assistant for undergraduate courses, guiding students in their academic work and writing and handling course assessment. This experience also gave him a close familiarity with the academic ability, logical thinking and rigorous expression that leading universities expect of their students. In his high-school academic coaching, Sergey places particular emphasis on helping students understand exactly what the syllabus requires and how each topic is tested in the exam. His lessons are not simply about working through problems: through systematic review of concepts, extensive targeted practice and a gradual increase in difficulty, he helps students truly grasp the underlying logic and build a stable, reliable problem-solving ability. Sergey believes that the ideal state for learning keeps a student in a zone that is challenging but achievable: the material should be neither too easy nor so difficult that the student feels out of control. To that end, he fine-tunes the pace of teaching to each student's mastery of different topics, and pays close attention to their thought process while solving problems, correcting misunderstandings and gaps in method as they arise. His teaching goal is very clear: to build solid, clear and continually improving ability in mathematics and science. Over the years, his students have gone on to top universities in the US and Canada, including Harvard, Waterloo and the University of Toronto.
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