Luca Moretti · one-on-one math tutoring · Cranford, NJ and online
The break is usually a year or two back, and that is where we start. For students who need it, I build a full curriculum around them: adaptive, at their pace, from Algebra 1 through college math, built on their actual course rather than tonight’s assignment.
Most tutoring stops when the session does. Here the week keeps going: office hours every week, homework sent straight to me, a written recap after every session and an update home every week, all in your student’s own portal.
Sessions
One-on-one every week, online or at the Cranford Public Library. The first sessions find where the foundation broke, and every session after builds from there.
Northwestern University, B.A. Statistics · 5 on AP Calculus AB & BC · teaching one-on-one since 2018
Home
The next session with its call link, office hours, this week’s homework as a checklist, and everything I’ve shared, the moment a student signs in.
Office hours
Every week I hold office hours open to every student. They sit on Home and on the calendar with the call link. Bring the problem you are stuck on, no appointment needed.
Calendar
Every session and every assignment, by month or by week, so nothing due sneaks up on anyone.
Send your work
A photo of the homework or a test that came back, with a note on what was hard. It goes into their folder and reaches me before the next session, so we start on exactly what went wrong.
Session recaps
What we covered and what to practice before next time, on Home after every session, with every past recap one tap away.
Weekly updates
After every session, an email from me: what we worked on, what to practice before the next one, and when the next session is.
It starts with finding the gap
The visible problem is this week’s chapter. The real one is usually a year or two back: fractions under the quadratics, exponent rules under the logs. The first sessions find it. For students who need it, I then build a full curriculum around them, with the lessons, the practice and their order set by their own tests and homework, and it adapts every week to how fast they are actually moving.
Quadratics were the visible problem. The recent tests showed fraction operations and negative exponents underneath them.
The Algebra 2 material was solid. The lost points were sign slips and pace under test conditions.
A gap underneath. Three weeks below the chapter, then back up to it. An illustration, not a real student.
A gap in habits. Nothing to relearn, so the weeks go to accuracy and pace, then ahead. An illustration, not a real student.
Thirteen courses, all taught by me. Tap any one to see what it covers.
Stuck before the next session? I answer the same day: (201) 275‑2791.
Pick any open time, or keep the same time every week. Move or cancel from your confirmation.
What improved, what is next and how the grade is tracking.
Notes, worksheets and past work I share, in one Google Drive folder.
The plan follows the class, the teacher’s tests and the book, not a generic program.
Online from anywhere, or in person at the Cranford Public Library. Same plan either way.
Questions
Testimonials
“My daughter has gone from a C to an A grade student in math. She now feels confident in math and proud of her accomplishments.”Patti M., parent
“I went from a student who was barely passing with a D to someone who actually enjoys math, and finished my finals with a B.”A student
“He is very patient, kind, and was even available to answer questions on text after a session.”Sharon A., parent
Fifteen minutes on your student, the course and the goal, free.
