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Mind-Crafts, a sole proprietorship registered in New Jersey, is a one-person operation founded and owned by myself, Malgosia Askanas. I do all the math tutoring personally, and I also personally write all the extra texts and problems that I make available to my students.

I am a mathematician, logician, teacher, computer scientist, software engineer, writer, and theater artist. I have a Ph.D in mathematics. My academic work, with a specialization in mathematical logic and recursive function theory, included studies with Profs. Andrzej Mostowski, Ernest Nagel and Raymond Smullyan (who was also my Ph.D. advisor), as well as teaching at CUNY and at Sarah Lawrence College. In my many-year experience as a math teacher, both private and institutional, I have taught calculus, precalculus, statistics, discrete mathematics, logic, remedial math, etc.

In the computer industry, I have worked for companies such as Raytheon Data Systems, Intermetrics, ITP Boston, Prime, Alliant, and Panix; my responsibilities included leadership, engineering research, and design and implementation of software in such areas as optimizing and parallelizing compilers, multi-user operating systems, embedded real-time systems, industrial monitoring and control, and diverse areas of system programming.

I have a very particular approach to teaching, different from the patronizing and infantilizing trend that currently rules the educational system, its textbooks and its pedagogical philosophies. I think that mathematics can be presented lucidly and in an inherently interesting manner without gimmicks, artifices and spurious simplifications. In my view, the idea that lucidity and inherent interest are properties exclusive to a "high, esoteric, real mathematics" which exists, as it were, on a different intellectual plane than what is graspable by the "ordinary person", is pretentious and deranged. When taken as a pedagogical premise, this idea and its various offshoots are largely responsible for the phenomenon of "math anxiety", and doom to failure any attempt to "improve" institutional math education.