Award-Winning ACT Math Tutors
serving Norwich, CT

After scoring a 36 on the ACT, Ethan mapped out which math concepts appear most frequently — coordinate geometry, logarithmic properties, and matrix basics show up in the final fifteen questions where most students lose points. He tackles those high-value topics first so students see the biggest score gains in the shortest time. His background in AP Calculus and statistics means nothing on the test is beyond his reach.

I am a senior at the University of New Haven working on a B.S. in Forensic Science-Biology with a Pre-Medical designation who hopes to go to medical school in the future. I am most passionate about biology and chemistry but have a strong personal interest in history, especially topics overlooked in the past study of history. To me, learning is a life long process and leads to the development of a well-rounded individual. Seeing understanding of a difficult topic and creating enthusiasm for learning is what draws me to tutoring.

Most ACT Math questions test familiar concepts — coordinate geometry, trigonometric identities, systems of equations — but under brutal time pressure. Christina's approach, built from her own 34 ACT composite and years of tutoring math from pre-algebra through calculus, zeroes in on recognizing problem types within seconds so students spend their energy solving, not deciphering.

I am a Duke University graduate in Economics and Computer Science. I am currently pursuing an MBA degree at the Yale School of Management. I have worked in the financial field, both at a management consulting firm and a fortune 500 company. My hobbies include playing and coaching soccer.

Every ACT Math question can be solved in under a minute if you see the shortcut — and Tessa, a Yale math major with a perfect 36 composite, excels at revealing those shortcuts. She digs into the topics that cost students the most points in the later questions, like coordinate geometry, matrices, and trigonometric identities, building the pattern recognition that turns a 28 into a 34.

I am a rising senior at Wesleyan University pursuing a Bachelor of Arts degree in Government and Latin American Studies. I have extensive experience with Spanish-language coursework and tutoring: I spent a semester one-on-one tutoring a high school student in beginning Spanish, have taken countless university-level Spanish classes, have taken both the Language and Literature AP Spanish tests, and have traveled and lived abroad in Spanish-speaking countries.

Scoring a 34 ACT composite, James knows the math section's pressure points: the handful of trigonometry and matrix questions near the end that separate a good score from a great one. He teaches students to manage pacing by recognizing which problems deserve full attention and which yield to quick shortcuts. His approach turns the 60-minute time constraint from an obstacle into a strategic framework.

I am a current undergraduate student at Cornell University studying Electrical and Computer Engineering. I have a strong science and math background having taken many courses in Physics, Computer Programming, and various mathematics subjects ranging from Geometry, to Multivariable Calculus, to Differential Equations. I am also very passionate about English, Literature, Russian Studies, Spanish Language, and History. I believe that the key to success is having a well rounded education, so when I am not programming microcontrollers, one can either find me watching Russian news channels to polish up my vocabulary, reading textbooks on the history of the Middle East, or simply immersing myself in a Jane Austen novel. In my free time I also enjoy training for CrossFit, playing the viola, and traveling.

I am a graduate student at the University of Connecticut pursuing a PhD in medicinal chemistry. My current research is primarily based in organic synthesis. I have a B.S.Chm in Biochemistry and a B.A. in German Studies from Creighton University, where I graduate magna cum laude in 2021. I have worked as a TA in organic chemistry for the last two years, and I also have experience helping high school students with test preparation and homework in all subjects. My long-term goal is to become a tenured professor, so quality teaching is a top priority of mine!

I am a senior majoring in Mathematical Physics at the University of Connecticut with years of experience tutoring and teaching math and science from elementary through college. I primarily tutor high school math and sciences but also have extensive experience in all forms of physics and higher mathematics including Calculus and Linear Algebra. Not only do I have experience as a tutor, I was also an instructional assistant in college and a camp counselor. I like to use real world examples to help students realize how math and science can be applied in everyday life.

I am an incoming medical student passionate about tutoring, counseling, and mentoring. From an early age, I tutored my fellow elementary school students in reading comprehension. From there, I gained extensive experience in my local library and other academic settings.

Scoring a 33 ACT composite, Maxwell knows how to navigate the Math section's jump from straightforward algebra to tricky coordinate geometry and trigonometry questions in the final third. He teaches time-management strategies alongside the math itself, so students aren't just getting problems right — they're getting them right fast enough to finish. Rated 5.0 by students.

Patrycja scored a 34 on the ACT and approaches the Math section strategically — knowing when to use algebra, when to estimate, and when a geometry shortcut saves critical time. She teaches students to recognize question patterns across topics like coordinate geometry, trigonometry, and probability so they can move through all 60 questions with confidence.

I am a senior at Yale studyung Neuroscience and History of Science, Medicine, and Public Health. I am a graduate of the International Baccalaureate (IB) Diploma Programme and a recipient of the IB Diploma. My academic background includes extensive experience in rigorous college level classes at the IB and Advanced Placement (AP) level. As a member of my school's math honor society, Mu Alpha Theta, I have volunteered my time at a local middle school to tutor students in different math levels from pre-Algebra to Geometry. I also absolutely love languages. Aside from being a native Spanish speaker, I have been studying Italian for the last four years and feel confident tutoring in these subjects. Another subject I enjoy tutoring is Standardized Testing, where I help high school students prepare for exams like the SAT, PSAT, and ACT. Preparing for these exams is crucial in order to achieve a good score, and I always make sure that my students are comfortable with both the format and the material on each exam. As a student, I know how important tutoring is, not only to improve grades but also to gain a better understanding of the material. Whenever I dedicate time to tutoring, I try to keep things engaging and fun. Motivation is definitely a key to success, and I believe that with the right encouragement and guidance any student can achieve their goals.

Scoring a 32 ACT composite while holding a master's in math means Francis knows this test from both sides — as a test-taker and as someone who understands the underlying mathematics deeply. He tackles the ACT Math section by identifying which algebra, geometry, and trigonometry concepts appear most frequently and drilling the efficient problem-solving techniques that save time on test day.

Scoring high on ACT Math isn't about knowing advanced topics — it's about solving 60 questions in 60 minutes without getting stuck on the algebra and coordinate geometry that dominate the first 40 problems. Jess teaches time-management strategies alongside the math itself, showing students when to set up an equation and when a quick sketch or back-solve is faster. She earned a 34 ACT composite using exactly these techniques.

I love participating in learning with other people. This is why I have been a high school teacher for 20 years and why I am a tutor now. One of my major skills as a tutor is breaking down skills and concepts into small parts to identify exactly where someone is struggling. I can do this with organization and learning needs, too, not just math and English content. I am also versatile and flexible; I can work on all sorts of content and handle unknown problems. I can teach you how to do that, too. I also have a great deal of experience working with students with special needs. I have been trained in some workshops, but I have only experience, not a license, in this area.

I am a recent graduate of Northwestern University, where I received my BA in Philosophy and Political Science. As a former editor-in-chief of a high school newspaper and a peer writing coach, I enjoy tutoring in reading and English; however my passions truly lie in the realm of civics and government (ask me about my current position working in a governor's office!). I love talking through big ideas and unique perspectives. I am a word nerd who loves reading and is driven by the chance to learn new things!

I am a sophomore at the Georgia Institute of Technology and am working towards a major in Computer Engineering. I have been tutoring students of all ages and backgrounds in various math topics ranging from elementary school math to AP Calculus throughout high school. I love teaching math and always find it amazing to watch my students grow and improve in their mathematical abilities. While helping students with standardized testing, we go through several tricks and tactics that have helped my students succeed and have fun in the process. I am also well versed in Physics and have spent 3 years taking the highest levels of physics courses. I love playing all sports (especially soccer) and enjoy playing the guitar in my free time as well.

I am a Neuroscience and Behavior major at Columbia University. Although my major is centered in the STEM field, I am also passionate about human rights work, global engagement, and local outreach. While my future plans are subject to change, I see myself continuing in academia, going to medical school, and becoming a physician.

Most ACT Math questions below #40 test algebra and proportional reasoning that Austin, with a 33 composite and 1570 SAT, can break down into repeatable two- or three-step routines — the kind of efficiency that turns a rushed 60-minute sprint into a manageable pace. His classics and philosophy training also sharpened his ability to parse tricky word problems, pulling the actual mathematical question out of deliberately confusing setups.

Mechanical engineering at Case Western means Kevin solves problems all day where algebra, trigonometry, and applied math aren't optional — they're the entire job. That instinct for picking the most efficient solution path is exactly what the ACT Math section rewards across its 60 questions, especially on the geometry and functions items where a shortcut can save a minute. His 36 ACT composite and 4.8 rating back up the approach.

Most ACT Math questions aren't actually hard — they're designed to punish rushed thinking and shaky fundamentals, which is something Viktor learned firsthand while studying math at UChicago, where every concept had to be understood from the ground up. He scored a 35 ACT composite and a 1600 SAT, and he uses that test experience to teach students how to read each problem precisely and pick the cleanest solution path before touching their calculator.

Chemical engineering at Michigan means Edward solves problems daily where algebra, trig, and unit conversions aren't textbook exercises — they're how you size a heat exchanger or model fluid flow. That applied math instinct, paired with a 36 ACT composite, lets him show students the fastest way to decode each of the 60 questions rather than grinding through every calculation from scratch. Rated 4.8 by students.

I am passionate about helping students with math, science, test prep, and more! As sophomore undergraduate at Brown University studying Mathematics and Biophysics, I am well experienced with many topics. I received a perfect 36 on my ACT, so I am very confident with test taking.

Earning a 36 ACT composite, Eric approaches the Math section as a pacing and pattern-recognition challenge as much as a content test. The first 40 questions reward speed and accuracy on pre-algebra through coordinate geometry, while the final 20 demand quick thinking on trigonometry and matrices — and he teaches students to shift gears between those two phases deliberately. His method turns the 60-minute time crunch from a source of panic into a manageable strategy.

Most ACT Math questions below #40 test concepts students already know — the points get lost to pacing mistakes and misread setups, not missing knowledge. Asta, who scored a 35 ACT composite, coaches students to identify exactly what each problem is asking before touching their calculator, a habit that cleans up the careless errors that quietly drag scores down. Her 5.0 rating speaks to how well that disciplined, read-first approach clicks during timed practice.

Scoring high on ACT Math isn't about knowing advanced topics — it's about moving through algebra, coordinate geometry, and trigonometry questions with speed and confidence. Alyssa earned a 35 ACT composite and brings a systematic approach to identifying what each problem is really testing, so students stop second-guessing and start finishing sections with time to spare.

I am in my second year at MIT studying mathematics, and I am currently doing a research project in Spectral Graph Theory. I have been a tutor since my junior year in high school, and I enjoy teaching all levels of math; everything from pre-algebra through calculus and linear algebra! I focus primarily on making sure that the definitions and processes given in class make intuitive sense, so that math can begin to feel like second nature.

Scoring well on ACT Math isn't about knowing advanced topics; it's about solving pre-algebra through basic trig quickly and accurately under a tight 60-minute clock. Kerr, who scored a 36 composite, teaches students to identify which problems deserve full work and which can be shortcut through estimation or back-solving. His economics and CS studies at Vanderbilt keep him fluent in the quantitative reasoning the test demands.