In the 21^st Century and beyond, our children must be able to extend or stretch their knowledge and mastery of standard procedural math techniques into new imaginative and creative dimensions.

Rote memorization, visualization, imagination and creativity must co-exist.

Dealing with real-world problems that are not well-defined and that may have more than one right answer will require that our children have a well balanced and unified mastery of rote memorization (or immediate recall), visualization, imagination and creativity.

Computer scientists must have a mastery of standard procedural math algorithms so that they can write programs that allow computers to correctly solve complex problems that would otherwise take humans hours, days, weeks, months or years to solve.

If a math program is coded with incorrect math procedures that violate accepted mathematical laws, then the electronic devices that use those programs will incorrectly analyze and evaluate real-world problems and will therefore generate solutions that are incorrect.

As a result, mathematicians and computer scientists must utilize a well-balanced blend of rote memorization, visualization, imagination, creativity and learning discovery.

That blend produces creative problem solving.

The 21^st Century demands that our children must be able to adapt and respond to new mathematical real-world problems that are ambiguous, not well-defined and that may have more than one solution.

They must understand how math works.

My mission is to help my students recognize that there are multiple ways of observing the universe and help them discover that those different views of the universe create a possibility of multiple solutions to real-world problems.

As a university math professor, I know that the students must possess a firm grasp of the conceptual foundations upon which math is built. I observe the torment and struggle that are experienced by students who enter college without a solid conceptual math foundation.

Moving students from concrete math to abstract math is nearly impossible if the students are not equipped with the necessary fundamental skills, concepts and procedures.

Tutoring is personal for me because I had to learn conceptual building blocks that I was missing. I had to fill in the gaps.

Because of my experience, I am in a unique position to better help my students because I can relate to them.

I started adapting and adjusting to the technological demands of the 21^st Century in 2003. As a former secondary public school math teacher, I started providing online video instruction and online services for my students.  I have been providing online instruction for high school and college students since 2003.