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Experienced, Patient, and Concept-Focused Tutor
Maruthy P.

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About Maruthy

Bio

I have a Ph.D. in Statistics from the University of Louisiana at Lafayette and a master’s degree from IIT Kanpur. During my doctoral studies, I taught undergraduate mathematics and statistics courses at the college level for seven semesters. Over the years, I have also taught mathematics to my own two children—one now in college and the other in high school—as well as several children of friends from 6th through 12th grade. These experiences have given me the opportunity to work with students...

I have a Ph.D. in Statistics from the University of Louisiana at Lafayette and a master’s degree from IIT Kanpur. During my doctoral studies, I taught undergraduate mathematics and statistics courses at the college level for seven semesters. Over the years, I have also taught mathematics to my own two children—one now in college and the other in high school—as well as several children of friends from 6th through 12th grade. These experiences have given me the opportunity to work with students at very different levels of mathematical maturity and confidence.

I also bring more than 28 years of professional experience applying mathematics and statistics to real-world quantitative problems. In my professional career, I have regularly explained and taught statistical concepts to colleagues, analysts, and model-validation professionals. My teaching philosophy is “intuition first, formalism second.” I want students to understand why a method works before becoming absorbed in formulas and procedures. I use examples, visual reasoning, step-by-step explanations, and connections to real-world situations to make difficult concepts approachable.

My passion for statistics and teaching also led me to write and publish The Compendium of Statistical Tests, a 772-page reference covering 255 statistical tests with explanations, examples, and practical guidance. I am comfortable tutoring mathematics and statistics from middle and high school through undergraduate and graduate-level subjects. My goal is not simply to help a student solve the immediate problem, but to build understanding, confidence, and the ability to solve similar problems independently.

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Education

Indian Institute of Technology at Kanpur, India
Statistics
University of Louisiana at Lafayette
PhD

Policies

Schedule

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Approved Subjects

ACT Math

ACT Math

I hold a Ph.D. in Statistics and have extensive training in algebra, geometry, trigonometry, probability, statistics, and other mathematics covered on the ACT. I taught undergraduate mathematics and statistics for seven semesters and have also worked one-on-one with students from middle school through high school. My teaching approach emphasizes understanding concepts first, followed by efficient problem-solving techniques, careful reasoning, and strategies for working accurately under time constraints. I focus on helping students strengthen both their mathematical foundation and the confidence needed to perform well on the ACT Math section.
Algebra 1

Algebra 1

I have taught algebra and other mathematics to my two daughters throughout their school years, from foundational math through advanced high school and college-level courses. I have also helped several children of friends with middle school and high school mathematics, giving me substantial experience explaining Algebra 1 concepts to younger students. I am comfortable teaching equations and inequalities, functions, graphing, systems of equations, exponents, polynomials, factoring, and word problems. My approach emphasizes understanding the reasoning behind algebraic procedures so students develop a strong foundation for Geometry, Algebra 2, Precalculus, and higher-level mathematics.
Algebra 2

Algebra 2

I have taught algebra and advanced high school mathematics to my two daughters over many years, including Algebra 2 topics, and I have also helped several middle school and high school students from family friends. My background includes a Ph.D. in Statistics and extensive formal training in mathematics, so I am very comfortable with functions, systems of equations, polynomials, rational expressions, exponentials and logarithms, sequences, and introductory probability. I focus on helping students see how the topics connect rather than treating each technique as an isolated formula. My goal is to build the algebraic fluency and conceptual understanding students need for Precalculus, Calculus, and higher-level mathematics.
Calculus

Calculus

I hold a Ph.D. in Statistics and have extensive graduate-level training in calculus, mathematical analysis, probability, and other advanced mathematics. During my doctoral studies, I taught undergraduate mathematics and statistics courses for seven semesters, giving me substantial experience explaining mathematical concepts to college students. My teaching approach emphasizes developing an intuitive understanding of limits, derivatives, integrals, and their applications before moving to formal techniques and problem solving. I focus on helping students understand why calculus works so they can approach unfamiliar problems with confidence rather than relying solely on memorized formulas.
Data Analysis

Data Analysis

I hold a Ph.D. in Statistics and have 30 years of professional experience analyzing data and developing quantitative and statistical models in industry. My work has included exploratory data analysis, regression and predictive modeling, model validation, statistical testing, data interpretation, and communicating analytical results to technical and business audiences. I have used tools such as SAS, Python, and Excel extensively to work with real-world data, diagnose problems, evaluate models, and support decision-making. I can help students not only perform an analysis correctly, but also understand how to choose appropriate methods, interpret results, and recognize when conclusions are or are not supported by the data.
Discrete Math

Discrete Math

I completed a formal undergraduate course in Discrete Mathematics as part of my mathematics training before earning my Ph.D. in Statistics. My coursework included topics such as sets, relations, functions, mathematical logic, counting principles, permutations and combinations, and methods of mathematical reasoning and proof. Many of these concepts, particularly combinatorics, set-based reasoning, and counting methods, continued to be important throughout my graduate study and professional work in probability and statistics. I can help students understand both the underlying reasoning and the techniques used to solve discrete mathematics problems, rather than relying only on memorized procedures.
Geometry

Geometry

I have taught mathematics to both of my daughters from their earliest school years through advanced high school and college-level coursework; one is currently in 11th grade and the other is in college. I have also helped several children of friends with middle school and high school mathematics, including geometry, algebra, trigonometry, and related problem-solving skills. I am comfortable teaching core geometry topics such as angles, triangles, similarity and congruence, circles, coordinate geometry, area and volume, transformations, and geometric proofs. My approach emphasizes visual understanding and logical reasoning so students understand why geometric relationships work rather than simply memorizing formulas.
Linear Algebra

Linear Algebra

I completed a formal Linear Algebra course during my undergraduate studies and have continued to use linear algebra extensively throughout my graduate training and professional work in statistics. My Ph.D. dissertation was in multivariate statistics, an area that relies heavily on matrices, vector spaces, eigenvalues and eigenvectors, quadratic forms, and matrix decompositions. I also recently helped my daughter with her university-level Linear Algebra course at North Carolina State University, giving me fresh experience working through the concepts and problems students encounter in the classroom. I focus on helping students understand the geometric and conceptual meaning behind the computations so that the subject becomes more intuitive and easier to apply.
Logic

Logic

I hold a Ph.D. in Statistics and have extensive formal training in mathematics and statistics at both the undergraduate and graduate levels, where logic, proofs, sets, probability, and rigorous mathematical reasoning are fundamental. I am comfortable with topics such as propositional and predicate logic, truth tables, logical equivalence, quantifiers, implications, methods of proof, and mathematical arguments. I have also spent considerable time helping my daughter with her university-level Logic course at North Carolina State University, giving me recent experience explaining these concepts in a student-centered setting. My teaching approach emphasizes understanding why an argument is valid and learning how to reason through problems systematically rather than simply memorizing rules.
Microsoft Excel

Microsoft Excel

I have used Microsoft Excel extensively throughout my 30-year professional career for data analysis, reporting, quantitative modeling, automation, and business applications. I am comfortable with formulas, functions, charts, PivotTables, data manipulation, lookups, conditional logic, and other advanced Excel features. I am also well versed in VBA and have used it to automate repetitive tasks, build custom tools, and streamline spreadsheet-based workflows. My teaching approach focuses on helping students understand not only which Excel features to use, but also how to structure problems efficiently and build reliable, reusable solutions.
Prealgebra

Prealgebra

I have taught mathematics to my two daughters from their early school years through high school and college, and I have also helped several children of friends with middle school mathematics. I am comfortable teaching fractions, decimals, percentages, ratios, proportions, integers, exponents, basic equations, graphing, and word problems. My teaching approach focuses on helping students understand why the rules work rather than simply memorizing procedures. I aim to build the confidence and number sense students need to make the transition from arithmetic to Algebra 1 successfully.
Precalculus

Precalculus

I hold a Ph.D. in Statistics and have extensive graduate-level training in calculus, mathematical analysis, probability, and other advanced mathematics. During my doctoral studies, I taught undergraduate mathematics and statistics courses for seven semesters, giving me substantial experience explaining mathematical concepts to college students. My teaching approach emphasizes developing an intuitive understanding of limits, derivatives, integrals, and their applications before moving to formal techniques and problem solving. I focus on helping students understand why calculus works so they can approach unfamiliar problems with confidence rather than relying solely on memorized formulas.
Probability

Probability

I hold a Ph.D. in Statistics and have extensive academic and professional experience with probability theory, random variables, probability distributions, expectation, conditional probability, Bayes’ theorem, and related topics. I taught undergraduate mathematics and statistics for seven semesters and have continued to explain probability concepts throughout my professional career in quantitative modeling and statistical analysis. Probability also forms a major foundation of my published work in statistics, including The Compendium of Statistical Tests. My teaching approach emphasizes intuition first, helping students understand the reasoning behind probability rules before moving to formulas and formal problem solving.
SAT Math

SAT Math

I hold a Ph.D. in Statistics and have a strong background in algebra, geometry, probability, data analysis, and other mathematical topics covered on the SAT. I have taught mathematics to students from 6th through 12th grade, including my own children and several students from family friends, and I also taught undergraduate mathematics and statistics courses for seven semesters during my doctoral studies. My teaching approach emphasizes understanding concepts first, followed by efficient problem-solving strategies and careful attention to common mistakes. I enjoy helping students build both the mathematical foundation and confidence needed to perform well on the SAT Math section.
Statistics

Statistics

I hold a Ph.D. in Statistics and have 30 years of professional experience applying statistical methods to real-world quantitative problems, including model development, validation, and data analysis. I taught undergraduate mathematics and statistics courses for seven semesters during my doctoral studies and have also taught statistical concepts to professionals throughout my career. I am the author of The Compendium of Statistical Tests, a 772-page reference covering 255 statistical tests with explanations, examples, and practical guidance. My teaching approach emphasizes intuition first, followed by formal methods, so students understand not just how to perform a statistical procedure, but why it works and when to use it.
Trigonometry

Trigonometry

I hold a Ph.D. in Statistics and have extensive training in mathematics, including algebra, trigonometry, calculus, probability, and mathematical analysis. During my doctoral studies, I taught undergraduate mathematics and statistics courses for seven semesters, and I have also taught middle school and high school students in one-on-one settings. My teaching approach emphasizes understanding the relationships among angles, triangles, functions, identities, and graphs rather than simply memorizing formulas. I focus on helping students build strong conceptual foundations and the confidence to solve unfamiliar trigonometry problems independently.
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Hourly Rate: $50
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