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Maurizio T.'s Photo
Maurizio T.'s Photo
Maurizio T.'s Photo
Maurizio T.'s Photo
Maurizio T.'s Photo
Maurizio T.'s Photo
Maurizio T.'s Photo
Maurizio T.'s Photo

Maurizio T.

Statistics Ph.D and CFA charterholder with a true passion to teach.

Statistics Ph.D and CFA charterholder with a true passion to teach.

$55/hour

5.0 (762 ratings)

  • 2,263 hours tutoring

About Maurizio

Bio

Welcome to my page. Get to know me.

MY QUALIFICATIONS.
I hold a Ph.D. degree in Statistics from the University of Minnesota - Twin Cities, a cum-laude undergraduate degree in Economics and Business from Ca' Foscari University in Venice, Italy and
I am also a CFA chartherholder.

TEACHING EXPERIENCE.
I have taught both undergraduate and graduate courses in Statistics, although professionally I have mostly been active in the financial industry in the roles of both quantitative analyst...

Welcome to my page. Get to know me.

MY QUALIFICATIONS.
I hold a Ph.D. degree in Statistics from the University of Minnesota - Twin Cities, a cum-laude undergraduate degree in Economics and Business from Ca' Foscari University in Venice, Italy and
I am also a CFA chartherholder.

TEACHING EXPERIENCE.
I have taught both undergraduate and graduate courses in Statistics, although professionally I have mostly been active in the financial industry in the roles of both quantitative analyst and stock analyst. My areas of expertise center around the pricing of complex financial instruments and the valuation of investments such as mergers and acquisitions, private equity leveraged buyouts and more. I have also been in charge of training junior analysts at a couple of the companies I worked for.

THE AREAS I AM MOST KNOWLEDGEABLE AND STUDENTS I WORK WITH.
My main areas of expertise are Statistics, Probability, Econometrics, Finance, and Calculus. I can teach these subjects at any level and I work mostly with college students, graduate students taking Master's level courses or enrolled in MBA programs, and the occasional Ph.D. student who requires some help with advanced classes, projects or his/her doctoral dissertation. Currently, I estimate that 75% of the students I work with are college students or higher.

A PASSION FOR EVERYTHING "MATH".
I have a passion for everything that has to do with Mathematics. However, if I had to choose only one subject to teach, that would be Calculus as I enjoy it deeply. I know the inside-out of the material and I have specialized in the stochastic version of it called, perhaps not too surprisingly, stochastic calculus and that finds a lot of applications in quantitative finance.

TEACHING PHILOSOPHY.
I am a firm believer in the power of math and enjoy teaching math subjects. My teaching philosophy is to try to help students appreciate the importance and the practicality of most mathematical results. I also spend quite a bit of time to create examples and counter-example

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Education

Ca' Foscari University, Venice, Italy
Economics, Business
Univ. of Minnesota, Twin Cities
PhD

Policies

  • Hourly Rate: $55
  • Rate details: Group rates: 2 students: $40/hour each 3+ students: $30/hour each
  • Lesson cancellation: 4 hours notice required

  • Background check passed on 8/30/2013

  • Your first lesson is backed by our Good Fit Guarantee

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Subjects

Business

Business,

Business

I have an undergraduate degree in Economics and Business and I earned the CFA charterholder. I have worked in the financial industry for over 12 years covering many industries from mining to REITS to the healthcare and the banking industries. An important part of my work requires me to analyze business models for companies, study the benefits of potential mergers and acquisitions and/or leveraged buyouts so I am quite familiar with notions such as cost of capital, capital budgeting, tax issues involved in mergers, and financial accounting for investments.
CFA,

CFA

I am a CFA charterholder who has been working in the financial industry in analysis and portfolio management roles for nearly 20 years. In my roles I have been using many of the concepts required in the CFA program and I can help students appreciate the relevance of those notions in real life applications. Having trained junior employees to assume analytic roles at a couple of the firms I worked at, I have been able to develop an appreciation for what it takes to communicate and teach this demanding topic.
Econometrics,

Econometrics

Significant academic background in graduate Econometrics. I authored a book of problems in Econometrics with detailed solutions and I have taught 2 graduate courses in linear models for non Stat-majors at the University of Minnesota. I have a strong ability to explain complex topics in Econometrics by setting them into a proper statistical background and I am able to lead students to appreciate the relevance of those concepts for practical applications. In addition, I have worked for a few years as an econometrician and I am also knowledgeable about several relevant computer packages. FInally, I have helped a few graduate students with their projects.
Finance,

Finance

I have worked in the hedge fund and investment banking business for over 15 years. In my role I have had to analyze and value companies over a wide array of industries and countries and I can students and practitioners with most concepts. I am able to assist with the development of sophisticated spreadsheet models ranging from simple DCF's model and the determination of optimal capital structures, to complex mergers and acquisition and private equity leverage buyouts. I can also help you with topics related to portfolio management and more, a field where my education as a statistician and my work in finance really come together. I passed CFA level I, II, and III examinations and I previously held Finra series 7, 63, 86 and 87.
GRE,

GRE

QUALIFICATIONS: Since I earned an advanced degree, I had to take the GRE Exam myself. Therefore, I am aware of the nuances involved in taking this test. The format changed in 2011, but the skills required are essentially the same. I have also taken several Revised GRE Quantitative tests be familiar with the new test and keep abreast of the new directions in the subject. WHY STUDENTS LOOK FOR MY HELP? Most students I worked with on this subject approached me to get some help with the Quantitative section of the test and very seldom with the GRE Math-Subject Test. THE GOOD NEWS, THE BAD NEWS. The quantitative part of the General GRE is not particularly difficult and it does not test any special math knowledge. That is the good news. However, a student can miss several points by not being familiar with some useful "tricks." Since when applying to selective graduate programs any extra point counts, that is perhaps the bad news. My goal is to help students minimize the loss of these points by making sure they acquire the all-important skills and time management. TEACHING PHILOSOPHY. - I like to begin with a set of general questions covering all areas to be tested in the GRE-Quantitative Sections. This allows me to identify students' strengths and weaknesses. - Normally, I spend some extra time on problems related to the areas that revealed weaknesses. - In all cases, I like to look at problems and solve them in more than one way. Not all students are comfortable with the same approach and some approaches are faster than others for certain students. For example, I insist for using the calculator as little as possible, if an answer is given as 5/8, say, and a student worked with the calculator to find 0.625, then she is forced to check that 5/8 is indeed 0.625. This is even more important if radicals are involved. - Finally, I like for students to develop time managing skills. Bad time management often lead to stress or demoralized students and neither is good for overall performance during the test. The GRE-Mat
Managerial Accounting,

Managerial Accounting

Combining a strong quantitative background with knowledge and experience in this subject I have been successful in helping students master the notions of managerial accounting and apply those concepts to problem solving situations as well as projects. Forecasting, capital budgeting, product costing, and valuations are powerful tools that require both intuition and analytical skills and I do believe that I can help students combine these requirements and gain a solid perspective of the field that will serve them even after their classroom work.
Marketing,

Marketing

While completing my undergraduate degree in Economics and Business, I took one marketing class. Later, I worked for marketing research companies, once working on assessing management performance for Kellogg's Raisin Bran in terms of brand awareness and the second time doing analyses for tourist operators in Italy to advise on how to put in place the most effective advertising both internally and abroad. I have also had some experience with data-driven marketing and the essential marketing metrics used. While not everyone agrees, I belong to the group of people that believes marketing should be treated like any other investment within a firm and judged in terms of return on investment (ROI). As a financial analyst and a statisticians I have available quite a few mathematical and accounting tools to understand and measure success of marketing strategies.
Microsoft Excel,

Microsoft Excel

I have had an Excel spreadsheet open on my computer(s) daily for more than 15 years. As a stock analyst and a statistician, I have learned and used most of its features. I have worked in an environment were both getting the right answer and getting it fast are paramount. And over the years Excel has become my trusted friend in the office as I learned feature after feature and put them to use. Except for modifying macros and/or using VBA, pretty much all features of Excel are accessible to anyone with just a modest computer literacy. In addition, the most recent versions of Excel have the power to handle large data sets which has increased the software's ability to handle complex tasks and created a need for some of its most advanced features like pivot tables. Whether you are looking for something introductory, intermediate or advanced, I am confident I can help you.
Series 7,

Series 7

I have worked in the financial industry for almost 20 years and in the past I held Series 7, 63, 86, and 87. That means that I took and passed Series 7 myself and have been using many of those concepts in my professional life on a regular basis.
Financial Accounting, Macroeconomics, Microeconomics

Computer

Microsoft Excel

Microsoft Excel

I have had an Excel spreadsheet open on my computer(s) daily for more than 15 years. As a stock analyst and a statistician, I have learned and used most of its features. I have worked in an environment were both getting the right answer and getting it fast are paramount. And over the years Excel has become my trusted friend in the office as I learned feature after feature and put them to use. Except for modifying macros and/or using VBA, pretty much all features of Excel are accessible to anyone with just a modest computer literacy. In addition, the most recent versions of Excel have the power to handle large data sets which has increased the software's ability to handle complex tasks and created a need for some of its most advanced features like pivot tables. Whether you are looking for something introductory, intermediate or advanced, I am confident I can help you.

Corporate Training

Business,

Business

I have an undergraduate degree in Economics and Business and I earned the CFA charterholder. I have worked in the financial industry for over 12 years covering many industries from mining to REITS to the healthcare and the banking industries. An important part of my work requires me to analyze business models for companies, study the benefits of potential mergers and acquisitions and/or leveraged buyouts so I am quite familiar with notions such as cost of capital, capital budgeting, tax issues involved in mergers, and financial accounting for investments.
Finance,

Finance

I have worked in the hedge fund and investment banking business for over 15 years. In my role I have had to analyze and value companies over a wide array of industries and countries and I can students and practitioners with most concepts. I am able to assist with the development of sophisticated spreadsheet models ranging from simple DCF's model and the determination of optimal capital structures, to complex mergers and acquisition and private equity leverage buyouts. I can also help you with topics related to portfolio management and more, a field where my education as a statistician and my work in finance really come together. I passed CFA level I, II, and III examinations and I previously held Finra series 7, 63, 86 and 87.
Italian,

Italian

My main qualification to teach Italian is that I was born in Italy and it is therefore my native language. I completed high school and my undergraduate degree in Italy before coming to the US to pursue graduate school and eventually work. Teaching a foreign language, in my opinion, has to be as much fun as possible. This does not mean that one can make the grammar part pure enjoyment, but the teaching should not become a pure sequence of chores either. Interspersing conversation and grammar is my favorite approach. To keep conversations simple, sometimes I employ the use of situations and roles (say, we are in the grocery store, where I ask the student to pretend to be the customer and I will act as the shopkeeper, etc.). In this way, the vocabulary is concentrated in one area and we learn also something practical if a student were to find her/himself in Italy. With more advanced students the conversations are usually more evolved and we go over complex topics like history, philosophy or science and almost always, at this level, I leave it to the student to talk about whatever interests her/him. One risk to avoid in teaching a language is to treat it like a static subject. No language is! So I teach students a lot of "slang", not the kind you can learn from watching Jerry Springer's kind of shows, but language that Italians use in everyday life. EXTRAS: At times I let students borrow some of my books and comics. I also own a reasonable library of Italian movies (comedies, classic dramas) that almost any Italian would know and that to some extent are part of their cultural identity. It is very hard to go to another country and fit in as much as possible without knowing what kind of entertainments they like, they talk about, etc. A little like someone coming to the US and mumbling "Oprah who?" or asking "Who is Joe Montana?" or not knowing anything about cultural trends and fashions. CURIOSITY. While the history of Italy is long and prestigious, the country in its current form has only been in existence since
Microsoft Excel,

Microsoft Excel

I have had an Excel spreadsheet open on my computer(s) daily for more than 15 years. As a stock analyst and a statistician, I have learned and used most of its features. I have worked in an environment were both getting the right answer and getting it fast are paramount. And over the years Excel has become my trusted friend in the office as I learned feature after feature and put them to use. Except for modifying macros and/or using VBA, pretty much all features of Excel are accessible to anyone with just a modest computer literacy. In addition, the most recent versions of Excel have the power to handle large data sets which has increased the software's ability to handle complex tasks and created a need for some of its most advanced features like pivot tables. Whether you are looking for something introductory, intermediate or advanced, I am confident I can help you.
Statistics,

Statistics

Statistics is becoming increasingly important. Finding ways around uncertainty and making sense of collections of datasets are skills in high demand and in fact, Statistics is now part of a larger number of curricula than ever. My qualifications. I have a PhD. in Statistics and a B.Sc. (cum laude) in Economics with a specialty in Econometrics. In addition, I have used applied statistics in marketing research, economic studies and financial applications. Also, I am familiar with SAS software and a few more statistical packages. I have done a lot of work in the field of linear models, regression analysis, regression graphics, categorical models and simulation/computational statistics. What can I teach? - I have worked with high school students on AP Statistics with good results; - I am involved with college students taking classes in Statistics, both theoretical and applied; - I have also helped graduate students with advanced topics at both the Master's and the PhD. levels including advanced Mathematical Statistics. From time to time I helped them with their dissertations or projects. My teaching philosophy. Often, students suffer a rejection towards the subject because, unfortunately, in many classes they see just a lot of formulas thrown at them. My approach is to motivate each formula I introduce, stating its function, and analyzing some of its strengths and weaknesses. For example, why is the median a better estimator than the mean in certain situations? Because it is more robust to the presence of outliers and many practical examples can be easily concocted. I find that motivating the subject is even more important as the students who come to me are involved in more advanced statistical techniques where it is paramount to understand the underlying assumptions that make it possible to use specific models.
Macroeconomics, Microeconomics

Homeschool

Algebra 1,

Algebra 1

Systems of equations, inequalities, trigonometry, exponential functions, radical expressions, etc. provide the basis for a lot of advanced mathematics that is needed in advanced applications in college and beyond. I honestly do believe that algebra 1 is one of the best investments in terms of time spent studying/reward for a high school student. Sometimes students find it a little bit dry as there are many rules and techniques to remember. But, a good teacher can throw in there some interesting problems to spice things up a little. For example, students often wonder what is all the fuss about inequalities. But once presented with a real-life simple problem like the one below, they often realize that actually inequalities are a relevant tool. "Suppose you need to paint your house. Company A offers to do the job for $1000 + $100/hour. Company B, instead, offers to do the job for $150/hour. Which company should you hire?" To find an answer one assumes that n is the number of hours of work required to complete the painting job. Then we choose to hire Company A if 1000+100n < 150n or hire Company B otherwise. The simple inequality can be solved to yield that we should hire company A if n>20. So, if we believe that the full job requires more than 20 hours overall, we should hire company A. There is a rich array of problems in algebra that have practical applications like the one I just described above. Some students like abstraction, others respond better to practical situations. I have enough experience with the subject to cater to both groups of students.
Algebra 2,

Algebra 2

My qualifications. I have a PhD. in Statistics with a minor in Math and I have used Algebra 2 for many years at the highest levels and, therefore, I am very familiar with the topics and I can spot very quickly where students are having problems. I can also draw on my experience to come up with practical problems that show how powerful this tool is in real life. Often high school students are not ready to appreciate the value of what they are asked to learn without seeing it at work in some real life situation. My teaching philosophy. Algebra 2 is one of those topics a student cannot really live without. Nowadays, a modicum of math is required in almost all fields and Algebra 2 teaches skills that are useful for a lifetime. The most important skill is learning to translate a problem from words to a mathematical formula and being able to perform the algebraic manipulations to find a meaningful answer. I like to teach this. Once a student understands this point, he or she can easily find the motivation to study some extra hours. I also try to convey to the students I have worked with that a strong familiarity with Algebra 2 concepts is a must for those planning to pursue scientific degrees in college and who will have to deal with calculus.
Calculus,

Calculus

- Ph.D. in Statistics (minor in Mathematics) - I have used calculus a lot in my line of work as both a Statistician and a quantitative financial analyst. Actually, stochastic calculus, a special version of calculus where the functions are random entities, is one of my main job tools. Calculus is one of my favorite subjects to teach because it is a very powerful tool and it is simply amazing in how many ways it can be deployed in real-life applications. I have been helping college student for several years Whenever possible, I like to use Mathematica and use the software amazing graphics to explain complex concepts and to produce examples and counter-example to help the students' intuition and understanding of topics. My motto is "If calculus ain't fun, it is not being taught properly!"
Precalculus,

Precalculus

Pre-calculus (Algebra 3) lacks the rigor of calculus, but it is a very important subject, kind of an appetizer for what mathematics can do when applied to real-life situations. Graphing functions, solving polynomial equations, exponential and logarithmic functions, sequences and series, up to matrices and the all-important notion of limit are part of any serious baggage of knowledge for students heading to college. The challenge, in my opinion, is to get students to appreciate what they are learning. When I teach this subject, I try to come up with as many real-life uses for it as is possible and I also try to use mathematical software (Mathematica, Matlab) to show students some of the more technical nuances of the topic. Although I studied it many years ago now, I always enjoy revisiting it when helping students. And, truth be told, pre-calculus has helped me not only in college and graduate school, but even in doing my work.
SAT Math,

SAT Math

SAT math often makes students (and many a parent as well) very nervous. While the types of problems are not more difficult than the problems a student is required to solve during regular tests in their normal classes, there is the pressure of knowing that quite a bit of one's college opportunities ride on his or her score on this test. Plus, working under pressure is not easy for most people. My approach is requiring the student to take a sample test, seeing the overall score and checking for potential areas that reveal particular weaknesses, and working from there. Also, time management is essential. Sometimes, it is a good idea to sacrifice one question to be able to answer 3 or 4 more. In one case, I worked with a student who felt the pressure excessively by taking one question at a time, after running up and down a flat of stair each time. I called this the "athletic approach". After this student realized that he could score 650 while being winded and sweating, he realized that he could do way better by taking the test under "standard conditions". And indeed he sat his SAT without excessive apprehension reporting a score of 765.
Statistics,

Statistics

Statistics is becoming increasingly important. Finding ways around uncertainty and making sense of collections of datasets are skills in high demand and in fact, Statistics is now part of a larger number of curricula than ever. My qualifications. I have a PhD. in Statistics and a B.Sc. (cum laude) in Economics with a specialty in Econometrics. In addition, I have used applied statistics in marketing research, economic studies and financial applications. Also, I am familiar with SAS software and a few more statistical packages. I have done a lot of work in the field of linear models, regression analysis, regression graphics, categorical models and simulation/computational statistics. What can I teach? - I have worked with high school students on AP Statistics with good results; - I am involved with college students taking classes in Statistics, both theoretical and applied; - I have also helped graduate students with advanced topics at both the Master's and the PhD. levels including advanced Mathematical Statistics. From time to time I helped them with their dissertations or projects. My teaching philosophy. Often, students suffer a rejection towards the subject because, unfortunately, in many classes they see just a lot of formulas thrown at them. My approach is to motivate each formula I introduce, stating its function, and analyzing some of its strengths and weaknesses. For example, why is the median a better estimator than the mean in certain situations? Because it is more robust to the presence of outliers and many practical examples can be easily concocted. I find that motivating the subject is even more important as the students who come to me are involved in more advanced statistical techniques where it is paramount to understand the underlying assumptions that make it possible to use specific models.
Geometry, Macroeconomics, Microeconomics, Prealgebra

Language

Italian

Italian

My main qualification to teach Italian is that I was born in Italy and it is therefore my native language. I completed high school and my undergraduate degree in Italy before coming to the US to pursue graduate school and eventually work. Teaching a foreign language, in my opinion, has to be as much fun as possible. This does not mean that one can make the grammar part pure enjoyment, but the teaching should not become a pure sequence of chores either. Interspersing conversation and grammar is my favorite approach. To keep conversations simple, sometimes I employ the use of situations and roles (say, we are in the grocery store, where I ask the student to pretend to be the customer and I will act as the shopkeeper, etc.). In this way, the vocabulary is concentrated in one area and we learn also something practical if a student were to find her/himself in Italy. With more advanced students the conversations are usually more evolved and we go over complex topics like history, philosophy or science and almost always, at this level, I leave it to the student to talk about whatever interests her/him. One risk to avoid in teaching a language is to treat it like a static subject. No language is! So I teach students a lot of "slang", not the kind you can learn from watching Jerry Springer's kind of shows, but language that Italians use in everyday life. EXTRAS: At times I let students borrow some of my books and comics. I also own a reasonable library of Italian movies (comedies, classic dramas) that almost any Italian would know and that to some extent are part of their cultural identity. It is very hard to go to another country and fit in as much as possible without knowing what kind of entertainments they like, they talk about, etc. A little like someone coming to the US and mumbling "Oprah who?" or asking "Who is Joe Montana?" or not knowing anything about cultural trends and fashions. CURIOSITY. While the history of Italy is long and prestigious, the country in its current form has only been in existence since

Math

Algebra 1,

Algebra 1

Systems of equations, inequalities, trigonometry, exponential functions, radical expressions, etc. provide the basis for a lot of advanced mathematics that is needed in advanced applications in college and beyond. I honestly do believe that algebra 1 is one of the best investments in terms of time spent studying/reward for a high school student. Sometimes students find it a little bit dry as there are many rules and techniques to remember. But, a good teacher can throw in there some interesting problems to spice things up a little. For example, students often wonder what is all the fuss about inequalities. But once presented with a real-life simple problem like the one below, they often realize that actually inequalities are a relevant tool. "Suppose you need to paint your house. Company A offers to do the job for $1000 + $100/hour. Company B, instead, offers to do the job for $150/hour. Which company should you hire?" To find an answer one assumes that n is the number of hours of work required to complete the painting job. Then we choose to hire Company A if 1000+100n < 150n or hire Company B otherwise. The simple inequality can be solved to yield that we should hire company A if n>20. So, if we believe that the full job requires more than 20 hours overall, we should hire company A. There is a rich array of problems in algebra that have practical applications like the one I just described above. Some students like abstraction, others respond better to practical situations. I have enough experience with the subject to cater to both groups of students.
Algebra 2,

Algebra 2

My qualifications. I have a PhD. in Statistics with a minor in Math and I have used Algebra 2 for many years at the highest levels and, therefore, I am very familiar with the topics and I can spot very quickly where students are having problems. I can also draw on my experience to come up with practical problems that show how powerful this tool is in real life. Often high school students are not ready to appreciate the value of what they are asked to learn without seeing it at work in some real life situation. My teaching philosophy. Algebra 2 is one of those topics a student cannot really live without. Nowadays, a modicum of math is required in almost all fields and Algebra 2 teaches skills that are useful for a lifetime. The most important skill is learning to translate a problem from words to a mathematical formula and being able to perform the algebraic manipulations to find a meaningful answer. I like to teach this. Once a student understands this point, he or she can easily find the motivation to study some extra hours. I also try to convey to the students I have worked with that a strong familiarity with Algebra 2 concepts is a must for those planning to pursue scientific degrees in college and who will have to deal with calculus.
Calculus,

Calculus

- Ph.D. in Statistics (minor in Mathematics) - I have used calculus a lot in my line of work as both a Statistician and a quantitative financial analyst. Actually, stochastic calculus, a special version of calculus where the functions are random entities, is one of my main job tools. Calculus is one of my favorite subjects to teach because it is a very powerful tool and it is simply amazing in how many ways it can be deployed in real-life applications. I have been helping college student for several years Whenever possible, I like to use Mathematica and use the software amazing graphics to explain complex concepts and to produce examples and counter-example to help the students' intuition and understanding of topics. My motto is "If calculus ain't fun, it is not being taught properly!"
Linear Algebra,

Linear Algebra

I have a Ph.D. in Statistics with a minor in Mathematics. I have taken Linear Algebra classes at the graduate level and I have used it in the theory of linear models and in linear functional analysis. I have also experience with matrix differential calculus and its applications to complex situations in econometrics and the general theory of linear models.
Precalculus,

Precalculus

Pre-calculus (Algebra 3) lacks the rigor of calculus, but it is a very important subject, kind of an appetizer for what mathematics can do when applied to real-life situations. Graphing functions, solving polynomial equations, exponential and logarithmic functions, sequences and series, up to matrices and the all-important notion of limit are part of any serious baggage of knowledge for students heading to college. The challenge, in my opinion, is to get students to appreciate what they are learning. When I teach this subject, I try to come up with as many real-life uses for it as is possible and I also try to use mathematical software (Mathematica, Matlab) to show students some of the more technical nuances of the topic. Although I studied it many years ago now, I always enjoy revisiting it when helping students. And, truth be told, pre-calculus has helped me not only in college and graduate school, but even in doing my work.
Probability,

Probability

I was trained as a theoretical statistician when working on my PhD degree and as a result I had to learn a lot of probability. Probability is an essential mathematical tool to have in the bag for a statistician. More important, I did not only have to learn it, but also I needed to use it and still do. I can help students master the basic notions of probability, but I can also (and I have done so) work with college students on calculus-based probability courses up to the very serious measure theory-based probability taught at very advanced levels in Math and Stat PhD programs or in Mathematical Finance M.Sc's degree programs. I have a passion for probability, arguably my absolute favorite subject, and over the years I have developed a large array of examples and counter-examples to show the strengths and limitations of the theorems and how they can be applied to solve real problems in many fields.
SAT Math,

SAT Math

SAT math often makes students (and many a parent as well) very nervous. While the types of problems are not more difficult than the problems a student is required to solve during regular tests in their normal classes, there is the pressure of knowing that quite a bit of one's college opportunities ride on his or her score on this test. Plus, working under pressure is not easy for most people. My approach is requiring the student to take a sample test, seeing the overall score and checking for potential areas that reveal particular weaknesses, and working from there. Also, time management is essential. Sometimes, it is a good idea to sacrifice one question to be able to answer 3 or 4 more. In one case, I worked with a student who felt the pressure excessively by taking one question at a time, after running up and down a flat of stair each time. I called this the "athletic approach". After this student realized that he could score 650 while being winded and sweating, he realized that he could do way better by taking the test under "standard conditions". And indeed he sat his SAT without excessive apprehension reporting a score of 765.
Statistics,

Statistics

Statistics is becoming increasingly important. Finding ways around uncertainty and making sense of collections of datasets are skills in high demand and in fact, Statistics is now part of a larger number of curricula than ever. My qualifications. I have a PhD. in Statistics and a B.Sc. (cum laude) in Economics with a specialty in Econometrics. In addition, I have used applied statistics in marketing research, economic studies and financial applications. Also, I am familiar with SAS software and a few more statistical packages. I have done a lot of work in the field of linear models, regression analysis, regression graphics, categorical models and simulation/computational statistics. What can I teach? - I have worked with high school students on AP Statistics with good results; - I am involved with college students taking classes in Statistics, both theoretical and applied; - I have also helped graduate students with advanced topics at both the Master's and the PhD. levels including advanced Mathematical Statistics. From time to time I helped them with their dissertations or projects. My teaching philosophy. Often, students suffer a rejection towards the subject because, unfortunately, in many classes they see just a lot of formulas thrown at them. My approach is to motivate each formula I introduce, stating its function, and analyzing some of its strengths and weaknesses. For example, why is the median a better estimator than the mean in certain situations? Because it is more robust to the presence of outliers and many practical examples can be easily concocted. I find that motivating the subject is even more important as the students who come to me are involved in more advanced statistical techniques where it is paramount to understand the underlying assumptions that make it possible to use specific models.
Trigonometry,

Trigonometry

Trigonometry is often perceived as if it were a useless subject that deals with triangles whose angles are not 30, 60, or 90 degrees or little more. This is unfortunate because, after a first phase where students learn the basic notions, the range of tools available to solve real-life problems is quite remarkable. Several fields in physics and engineering use it, Fourier analysis is based on the notions one learns in this class and Fourier analysis is heavy "weaponry" when one uses it to solve a large variety of problems. I have developed my own notes for this subject and I am quite proud to say that I help students to get to appreciate the subject by using as many real life problems as possible, from measuring height of buildings in several different situations, to play with acoustic waves and even analyzing the possibility of collapsing bridges when forced resonance (a trigonometry type of phenomenon of sort) gets into the picture.
ACT Math, Geometry, Prealgebra

Most Popular

Algebra 1,

Algebra 1

Systems of equations, inequalities, trigonometry, exponential functions, radical expressions, etc. provide the basis for a lot of advanced mathematics that is needed in advanced applications in college and beyond. I honestly do believe that algebra 1 is one of the best investments in terms of time spent studying/reward for a high school student. Sometimes students find it a little bit dry as there are many rules and techniques to remember. But, a good teacher can throw in there some interesting problems to spice things up a little. For example, students often wonder what is all the fuss about inequalities. But once presented with a real-life simple problem like the one below, they often realize that actually inequalities are a relevant tool. "Suppose you need to paint your house. Company A offers to do the job for $1000 + $100/hour. Company B, instead, offers to do the job for $150/hour. Which company should you hire?" To find an answer one assumes that n is the number of hours of work required to complete the painting job. Then we choose to hire Company A if 1000+100n < 150n or hire Company B otherwise. The simple inequality can be solved to yield that we should hire company A if n>20. So, if we believe that the full job requires more than 20 hours overall, we should hire company A. There is a rich array of problems in algebra that have practical applications like the one I just described above. Some students like abstraction, others respond better to practical situations. I have enough experience with the subject to cater to both groups of students.
Algebra 2,

Algebra 2

My qualifications. I have a PhD. in Statistics with a minor in Math and I have used Algebra 2 for many years at the highest levels and, therefore, I am very familiar with the topics and I can spot very quickly where students are having problems. I can also draw on my experience to come up with practical problems that show how powerful this tool is in real life. Often high school students are not ready to appreciate the value of what they are asked to learn without seeing it at work in some real life situation. My teaching philosophy. Algebra 2 is one of those topics a student cannot really live without. Nowadays, a modicum of math is required in almost all fields and Algebra 2 teaches skills that are useful for a lifetime. The most important skill is learning to translate a problem from words to a mathematical formula and being able to perform the algebraic manipulations to find a meaningful answer. I like to teach this. Once a student understands this point, he or she can easily find the motivation to study some extra hours. I also try to convey to the students I have worked with that a strong familiarity with Algebra 2 concepts is a must for those planning to pursue scientific degrees in college and who will have to deal with calculus.
Calculus,

Calculus

- Ph.D. in Statistics (minor in Mathematics) - I have used calculus a lot in my line of work as both a Statistician and a quantitative financial analyst. Actually, stochastic calculus, a special version of calculus where the functions are random entities, is one of my main job tools. Calculus is one of my favorite subjects to teach because it is a very powerful tool and it is simply amazing in how many ways it can be deployed in real-life applications. I have been helping college student for several years Whenever possible, I like to use Mathematica and use the software amazing graphics to explain complex concepts and to produce examples and counter-example to help the students' intuition and understanding of topics. My motto is "If calculus ain't fun, it is not being taught properly!"
Precalculus,

Precalculus

Pre-calculus (Algebra 3) lacks the rigor of calculus, but it is a very important subject, kind of an appetizer for what mathematics can do when applied to real-life situations. Graphing functions, solving polynomial equations, exponential and logarithmic functions, sequences and series, up to matrices and the all-important notion of limit are part of any serious baggage of knowledge for students heading to college. The challenge, in my opinion, is to get students to appreciate what they are learning. When I teach this subject, I try to come up with as many real-life uses for it as is possible and I also try to use mathematical software (Mathematica, Matlab) to show students some of the more technical nuances of the topic. Although I studied it many years ago now, I always enjoy revisiting it when helping students. And, truth be told, pre-calculus has helped me not only in college and graduate school, but even in doing my work.
Statistics,

Statistics

Statistics is becoming increasingly important. Finding ways around uncertainty and making sense of collections of datasets are skills in high demand and in fact, Statistics is now part of a larger number of curricula than ever. My qualifications. I have a PhD. in Statistics and a B.Sc. (cum laude) in Economics with a specialty in Econometrics. In addition, I have used applied statistics in marketing research, economic studies and financial applications. Also, I am familiar with SAS software and a few more statistical packages. I have done a lot of work in the field of linear models, regression analysis, regression graphics, categorical models and simulation/computational statistics. What can I teach? - I have worked with high school students on AP Statistics with good results; - I am involved with college students taking classes in Statistics, both theoretical and applied; - I have also helped graduate students with advanced topics at both the Master's and the PhD. levels including advanced Mathematical Statistics. From time to time I helped them with their dissertations or projects. My teaching philosophy. Often, students suffer a rejection towards the subject because, unfortunately, in many classes they see just a lot of formulas thrown at them. My approach is to motivate each formula I introduce, stating its function, and analyzing some of its strengths and weaknesses. For example, why is the median a better estimator than the mean in certain situations? Because it is more robust to the presence of outliers and many practical examples can be easily concocted. I find that motivating the subject is even more important as the students who come to me are involved in more advanced statistical techniques where it is paramount to understand the underlying assumptions that make it possible to use specific models.
Geometry, Prealgebra

Other

Finance,

Finance

I have worked in the hedge fund and investment banking business for over 15 years. In my role I have had to analyze and value companies over a wide array of industries and countries and I can students and practitioners with most concepts. I am able to assist with the development of sophisticated spreadsheet models ranging from simple DCF's model and the determination of optimal capital structures, to complex mergers and acquisition and private equity leverage buyouts. I can also help you with topics related to portfolio management and more, a field where my education as a statistician and my work in finance really come together. I passed CFA level I, II, and III examinations and I previously held Finra series 7, 63, 86 and 87.
Marketing,

Marketing

While completing my undergraduate degree in Economics and Business, I took one marketing class. Later, I worked for marketing research companies, once working on assessing management performance for Kellogg's Raisin Bran in terms of brand awareness and the second time doing analyses for tourist operators in Italy to advise on how to put in place the most effective advertising both internally and abroad. I have also had some experience with data-driven marketing and the essential marketing metrics used. While not everyone agrees, I belong to the group of people that believes marketing should be treated like any other investment within a firm and judged in terms of return on investment (ROI). As a financial analyst and a statisticians I have available quite a few mathematical and accounting tools to understand and measure success of marketing strategies.
Macroeconomics, Microeconomics

Science

Econometrics

Econometrics

Significant academic background in graduate Econometrics. I authored a book of problems in Econometrics with detailed solutions and I have taught 2 graduate courses in linear models for non Stat-majors at the University of Minnesota. I have a strong ability to explain complex topics in Econometrics by setting them into a proper statistical background and I am able to lead students to appreciate the relevance of those concepts for practical applications. In addition, I have worked for a few years as an econometrician and I am also knowledgeable about several relevant computer packages. FInally, I have helped a few graduate students with their projects.

Sports/Recreation

Track & Field

Track & Field

I competed in track & field for over 10 years, earlier on as a long and triple jumper and later in the decathlon. I have also coached athletes in the shot put and discus. Until not too long ago I was a master discus thrower myself. I have competed in all events except the marathon during my time in the sport.

Summer

Algebra 1,

Algebra 1

Systems of equations, inequalities, trigonometry, exponential functions, radical expressions, etc. provide the basis for a lot of advanced mathematics that is needed in advanced applications in college and beyond. I honestly do believe that algebra 1 is one of the best investments in terms of time spent studying/reward for a high school student. Sometimes students find it a little bit dry as there are many rules and techniques to remember. But, a good teacher can throw in there some interesting problems to spice things up a little. For example, students often wonder what is all the fuss about inequalities. But once presented with a real-life simple problem like the one below, they often realize that actually inequalities are a relevant tool. "Suppose you need to paint your house. Company A offers to do the job for $1000 + $100/hour. Company B, instead, offers to do the job for $150/hour. Which company should you hire?" To find an answer one assumes that n is the number of hours of work required to complete the painting job. Then we choose to hire Company A if 1000+100n < 150n or hire Company B otherwise. The simple inequality can be solved to yield that we should hire company A if n>20. So, if we believe that the full job requires more than 20 hours overall, we should hire company A. There is a rich array of problems in algebra that have practical applications like the one I just described above. Some students like abstraction, others respond better to practical situations. I have enough experience with the subject to cater to both groups of students.
Algebra 2,

Algebra 2

My qualifications. I have a PhD. in Statistics with a minor in Math and I have used Algebra 2 for many years at the highest levels and, therefore, I am very familiar with the topics and I can spot very quickly where students are having problems. I can also draw on my experience to come up with practical problems that show how powerful this tool is in real life. Often high school students are not ready to appreciate the value of what they are asked to learn without seeing it at work in some real life situation. My teaching philosophy. Algebra 2 is one of those topics a student cannot really live without. Nowadays, a modicum of math is required in almost all fields and Algebra 2 teaches skills that are useful for a lifetime. The most important skill is learning to translate a problem from words to a mathematical formula and being able to perform the algebraic manipulations to find a meaningful answer. I like to teach this. Once a student understands this point, he or she can easily find the motivation to study some extra hours. I also try to convey to the students I have worked with that a strong familiarity with Algebra 2 concepts is a must for those planning to pursue scientific degrees in college and who will have to deal with calculus.
Calculus,

Calculus

- Ph.D. in Statistics (minor in Mathematics) - I have used calculus a lot in my line of work as both a Statistician and a quantitative financial analyst. Actually, stochastic calculus, a special version of calculus where the functions are random entities, is one of my main job tools. Calculus is one of my favorite subjects to teach because it is a very powerful tool and it is simply amazing in how many ways it can be deployed in real-life applications. I have been helping college student for several years Whenever possible, I like to use Mathematica and use the software amazing graphics to explain complex concepts and to produce examples and counter-example to help the students' intuition and understanding of topics. My motto is "If calculus ain't fun, it is not being taught properly!"
Italian,

Italian

My main qualification to teach Italian is that I was born in Italy and it is therefore my native language. I completed high school and my undergraduate degree in Italy before coming to the US to pursue graduate school and eventually work. Teaching a foreign language, in my opinion, has to be as much fun as possible. This does not mean that one can make the grammar part pure enjoyment, but the teaching should not become a pure sequence of chores either. Interspersing conversation and grammar is my favorite approach. To keep conversations simple, sometimes I employ the use of situations and roles (say, we are in the grocery store, where I ask the student to pretend to be the customer and I will act as the shopkeeper, etc.). In this way, the vocabulary is concentrated in one area and we learn also something practical if a student were to find her/himself in Italy. With more advanced students the conversations are usually more evolved and we go over complex topics like history, philosophy or science and almost always, at this level, I leave it to the student to talk about whatever interests her/him. One risk to avoid in teaching a language is to treat it like a static subject. No language is! So I teach students a lot of "slang", not the kind you can learn from watching Jerry Springer's kind of shows, but language that Italians use in everyday life. EXTRAS: At times I let students borrow some of my books and comics. I also own a reasonable library of Italian movies (comedies, classic dramas) that almost any Italian would know and that to some extent are part of their cultural identity. It is very hard to go to another country and fit in as much as possible without knowing what kind of entertainments they like, they talk about, etc. A little like someone coming to the US and mumbling "Oprah who?" or asking "Who is Joe Montana?" or not knowing anything about cultural trends and fashions. CURIOSITY. While the history of Italy is long and prestigious, the country in its current form has only been in existence since
SAT Math,

SAT Math

SAT math often makes students (and many a parent as well) very nervous. While the types of problems are not more difficult than the problems a student is required to solve during regular tests in their normal classes, there is the pressure of knowing that quite a bit of one's college opportunities ride on his or her score on this test. Plus, working under pressure is not easy for most people. My approach is requiring the student to take a sample test, seeing the overall score and checking for potential areas that reveal particular weaknesses, and working from there. Also, time management is essential. Sometimes, it is a good idea to sacrifice one question to be able to answer 3 or 4 more. In one case, I worked with a student who felt the pressure excessively by taking one question at a time, after running up and down a flat of stair each time. I called this the "athletic approach". After this student realized that he could score 650 while being winded and sweating, he realized that he could do way better by taking the test under "standard conditions". And indeed he sat his SAT without excessive apprehension reporting a score of 765.
Statistics,

Statistics

Statistics is becoming increasingly important. Finding ways around uncertainty and making sense of collections of datasets are skills in high demand and in fact, Statistics is now part of a larger number of curricula than ever. My qualifications. I have a PhD. in Statistics and a B.Sc. (cum laude) in Economics with a specialty in Econometrics. In addition, I have used applied statistics in marketing research, economic studies and financial applications. Also, I am familiar with SAS software and a few more statistical packages. I have done a lot of work in the field of linear models, regression analysis, regression graphics, categorical models and simulation/computational statistics. What can I teach? - I have worked with high school students on AP Statistics with good results; - I am involved with college students taking classes in Statistics, both theoretical and applied; - I have also helped graduate students with advanced topics at both the Master's and the PhD. levels including advanced Mathematical Statistics. From time to time I helped them with their dissertations or projects. My teaching philosophy. Often, students suffer a rejection towards the subject because, unfortunately, in many classes they see just a lot of formulas thrown at them. My approach is to motivate each formula I introduce, stating its function, and analyzing some of its strengths and weaknesses. For example, why is the median a better estimator than the mean in certain situations? Because it is more robust to the presence of outliers and many practical examples can be easily concocted. I find that motivating the subject is even more important as the students who come to me are involved in more advanced statistical techniques where it is paramount to understand the underlying assumptions that make it possible to use specific models.
Geometry, Macroeconomics, Microeconomics

Test Preparation

CFA,

CFA

I am a CFA charterholder who has been working in the financial industry in analysis and portfolio management roles for nearly 20 years. In my roles I have been using many of the concepts required in the CFA program and I can help students appreciate the relevance of those notions in real life applications. Having trained junior employees to assume analytic roles at a couple of the firms I worked at, I have been able to develop an appreciation for what it takes to communicate and teach this demanding topic.
GRE,

GRE

QUALIFICATIONS: Since I earned an advanced degree, I had to take the GRE Exam myself. Therefore, I am aware of the nuances involved in taking this test. The format changed in 2011, but the skills required are essentially the same. I have also taken several Revised GRE Quantitative tests be familiar with the new test and keep abreast of the new directions in the subject. WHY STUDENTS LOOK FOR MY HELP? Most students I worked with on this subject approached me to get some help with the Quantitative section of the test and very seldom with the GRE Math-Subject Test. THE GOOD NEWS, THE BAD NEWS. The quantitative part of the General GRE is not particularly difficult and it does not test any special math knowledge. That is the good news. However, a student can miss several points by not being familiar with some useful "tricks." Since when applying to selective graduate programs any extra point counts, that is perhaps the bad news. My goal is to help students minimize the loss of these points by making sure they acquire the all-important skills and time management. TEACHING PHILOSOPHY. - I like to begin with a set of general questions covering all areas to be tested in the GRE-Quantitative Sections. This allows me to identify students' strengths and weaknesses. - Normally, I spend some extra time on problems related to the areas that revealed weaknesses. - In all cases, I like to look at problems and solve them in more than one way. Not all students are comfortable with the same approach and some approaches are faster than others for certain students. For example, I insist for using the calculator as little as possible, if an answer is given as 5/8, say, and a student worked with the calculator to find 0.625, then she is forced to check that 5/8 is indeed 0.625. This is even more important if radicals are involved. - Finally, I like for students to develop time managing skills. Bad time management often lead to stress or demoralized students and neither is good for overall performance during the test. The GRE-Mat
SAT Math,

SAT Math

SAT math often makes students (and many a parent as well) very nervous. While the types of problems are not more difficult than the problems a student is required to solve during regular tests in their normal classes, there is the pressure of knowing that quite a bit of one's college opportunities ride on his or her score on this test. Plus, working under pressure is not easy for most people. My approach is requiring the student to take a sample test, seeing the overall score and checking for potential areas that reveal particular weaknesses, and working from there. Also, time management is essential. Sometimes, it is a good idea to sacrifice one question to be able to answer 3 or 4 more. In one case, I worked with a student who felt the pressure excessively by taking one question at a time, after running up and down a flat of stair each time. I called this the "athletic approach". After this student realized that he could score 650 while being winded and sweating, he realized that he could do way better by taking the test under "standard conditions". And indeed he sat his SAT without excessive apprehension reporting a score of 765.
Series 7,

Series 7

I have worked in the financial industry for almost 20 years and in the past I held Series 7, 63, 86, and 87. That means that I took and passed Series 7 myself and have been using many of those concepts in my professional life on a regular basis.
ACT Math

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A True Math Expert

Mr. Maurizio T. goes well beyond knowledgeable in most if not all math subjects including college and graduate level advanced material. He's able to quickly analyze the problem and address issues the student may have with solving the problem. He's very patient, personable, and easy to learn from and is eager to teach. Mr. T. always comes prepared with very organized notes and solutions to problems as well as any theory that supports his conclusions. I absolutely recommend his expertise to anyone needing assistance with basic to advanced math problems at any grade level.

Miko, 4 lessons with Maurizio

Math Guru

Really knows his stuff, his resume speaks for itself One of the very few people who are qualified to teach the subject Stochastic Calculus on this platform.

Stephen, 3 lessons with Maurizio

Very knowledgeable and helpful

He teaches very well. He came prepared to our lesson. He knows how to explain complicated problems in a way that people could understand. Very knowledgeable in the field of math and finance. I highly recommend him as a tutor.

Joel, 24 lessons with Maurizio

excellent teacher

I sent Maurizio my assignment ahead of our lesson and he had prepared the assignment and walked me through every step of the way very clearly. Excellent teacher!

Zack, 1 lesson with Maurizio

Well prepared and knowledgeable tutor.

Maurizio has been helping me with my college probability and statistics class. It is a fast moving class, and I needed some extra help understanding all the concepts. I tried other tutors, but Maurizio was the only one who really knew and understood the material. He explains it in a way that makes sense to me. He always comes to our sessions well-prepared, having gone over the material in advance. He even came up with problems to help me prepare for my midterm. I am so thankful I found him!

Katharine , 3 lessons with Maurizio

Highly Recommended

Despite not having much time to cover some fairly advanced topics, Maurizio was able to help me get a good grasp on the subject matter, and even made the learning process enjoyable. He is very knowledgeable and was able to tackle subjects like stochastic calculus, Brownian Motion, Ito's Lemma, etc. with relative ease, and he is also just an all-around interesting guy. Thanks again Maurizio!

Sean, 2 lessons with Maurizio

econometrics

It was great! It flew real fast and I understood a lot of things that didn’t know before his lesson

Ashraf, 1 lesson with Maurizio

Very knowledgeable

Maurizio is very knowledgeable in econometrics and has an aptitud of making difficult concepts very easy to understand. In study econometrics at an undergraduate level and with his help I was able to consolidate many things which I struggled to understand in my regular classes.

Tomas, 2 lessons with Maurizio

Maurizio is an extremely patient and knowledgeable tutor!

My first session with Maurizio was fantastic which wasn't a surprise based on all of his positive reviews. He has a broad theoretical and practical knowledge base. My lesson focused specifically on gaining a better understanding of private equity terms and concepts which was very useful!

Krista, 2 lessons with Maurizio

Maurizio is very knowledgeable and helpful tutor!

Honestly, I am really happy to meet Maurizio! He is a real treasure of this website. His knowledge, the way of explaining - the best for me. I feel like I got more knowledge from several hours with Maurizio than from my last year 6 months in University.

Ilona, 8 lessons with Maurizio
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