Private Mathematics & Statistics Instruction
Overview
I work privately with a small number of high school and college students, usually across the full arc of a mathematics or statistics course. Instruction is live and one-on-one. Each session is planned around the student's class, its pacing, and the specific difficulties I see in their work.
I bring a rigorous mathematical and statistical background to my teaching, with particular attention to theory, notation, and reasoning. At the same time, I try to make those ideas clear and approachable for students. The standard throughout is careful work that a reader can follow.
Courses
AP Statistics
AP Statistics asks students to reason carefully about uncertainty. We work through study design, probability, sampling distributions, and inference, with close attention to the written reasoning the exam requires. Students learn to choose procedures for the right reasons, check conditions, and state conclusions clearly in context.
AP Calculus AB & BC
Limits, derivatives, integrals, and their applications are taught alongside the notation and justification expected on free-response work. For BC, this also includes series, parametric and polar curves, and additional techniques of integration.
My aim is for the major ideas of calculus to feel connected rather than like a collection of separate procedures.
AP Precalculus
AP Precalculus develops the function families, trigonometry, and analytic groundwork that calculus depends on. I teach it as mathematics worth understanding in its own right, while keeping the transition to calculus in view.
Course guides
A short guide for each course
Before a course begins, and at any point during it, I can send a short guide for AP Statistics, AP Calculus, or AP Precalculus. Each one covers the habits that matter most early on, calculator and notation setup, the structure of the course and exam, and the mistakes that most often cost points.
Request a getting-started guide
Choose a course and I will send the guide for it. There is no charge, and nothing else follows.
Thank you. I'll send the guide to that address shortly.
Your address is used for this list only. See the privacy notice.
Background
Who you're working with
I hold an M.S. in Statistics from the University of Washington and a B.S. in Mathematics from the University of Nevada, Reno. My formal training includes probability, statistical inference, regression, and the mathematical foundations underlying calculus.
That training shapes how I teach. I care about correct procedure, but also about why a method applies, what the notation means, and whether a conclusion is actually justified.
I have taught in both university and one-on-one settings. As a graduate teaching assistant for introductory statistics courses, I led weekly discussion sections, developed instructional materials, and worked with students on clear statistical reasoning. I also mentored through the University of Washington's Directed Reading Program, where I designed and taught a one-on-one short course in statistical learning.
My degrees, coursework, and teaching history are listed under academic training on the About page.
How I teach
The mistake behind the mistake
A wrong answer rarely tells me enough on its own. Two students can miss the same problem for completely different reasons. The setup often tells me more than the final answer.
While a student works, I pay attention to:
- how the problem is set up and why a procedure was chosen
- notation and justification
- where the student hesitates
- which errors repeat
- what happens once the prompts stop
Those details help me determine whether the difficulty is conceptual, procedural, organizational, or simply a matter of execution. The response should depend on the cause.
A missed problem is useful information. It tells us what to work on next.
What a session looks like
Every session is built around the student rather than a fixed script. Most of our time is spent solving problems. Students are welcome to send homework, specific questions, or upcoming topics at least 24 hours in advance so I can include them in the session plan.
Targeted teaching
First I decide how much direct teaching is actually needed. Sometimes a student needs only a brief review. Other topics need to be rebuilt from the beginning.
Guided problem-solving
Most of the session is spent working through problems together. This is where I can follow the student's reasoning closely and correct a problem at the point where it begins.
We use AP-style problems as well as questions from the student's own course. I adjust the amount of support as we work.
Independent practice
Then I step back. The student works independently so we can see what remains once the explanation and prompting are gone.
We review the work together afterward.
Notes & solutions
After each meeting, I upload a summary, worked problems, and solutions. The student has a record of the work to return to, and the next session begins with the context of the last one already in place.
I also pay attention to the conditions under which students work well. Capable students can lose points through rushed setup, disorganized work, or uncertainty under time pressure. Sessions are calm and focused. Questions are taken seriously, and mistakes are treated as part of the information we use.
Each session informs the next
I keep detailed notes for every student. I am not meeting them fresh each week.
I know what caused difficulty several weeks earlier. I can notice when the same misconception returns in a new form. I can also distinguish between an isolated mistake and a pattern that needs more attention.
Over a term, I track what is becoming secure, what still needs work, and how much prompting a student requires. The pacing and practice become more specific as that picture develops.
Materials
A full curriculum, ready before we start
I have built a complete curriculum for each course I teach. Every major topic has explanations, worked examples, and practice ready to use.
That preparation gives us structure without forcing every student through the same lesson. The curriculum keeps the course organized. The student's work determines where we spend our time.
Most sessions do not move through a full prepared lesson from beginning to end. I draw from the materials based on the student's current course, questions, and recurring difficulties.
Anything we use is shared afterward.
Students may also send specific problems, homework questions, or upcoming topics at least 24 hours before a session so I can build them into that day's plan.
An optional between-session support plan is available for students who would benefit from additional assigned practice and written feedback.
AP exam preparation
A focused shift before the AP exam
The course is taught with both the class and the AP exam in mind from the beginning. The notation, justification, and written reasoning we practice throughout the year are the same habits students need in May.
During the final one to two months, sessions shift toward focused exam preparation. We use timed practice, full free-response and multiple-choice work, and targeted review of weaker content.
At that stage, I am looking closely at whether the student can transfer what they know to unfamiliar problems and work accurately under independent, timed conditions.
All exam-preparation materials are included in regular session time.
Testimonials
What families say
“Katherine is an attentive, thoughtful, and highly effective tutor. Her thoroughness and genuine care are evident in every interaction. She helped my daughter build both confidence and understanding in AP Statistics, making challenging material feel approachable and manageable.
Communication was consistently easy and her follow-up was exceptional; Katherine regularly checked in, provided helpful feedback, and ensured that nothing fell through the cracks. Most importantly, my daughter felt comfortable and connected, which made learning more engaging and productive.
I highly recommend Katherine to any family looking for a knowledgeable, supportive, and dedicated tutor.”
Parent of 2025 AP Statistics student“Katherine worked closely with us to understand our child's challenges and develop approaches for her specific needs. She was flexible and adaptive, and not only increased our child's understanding but helped her gain the self-confidence needed to really deepen her comprehension and growth.”
Parent of 2025 AP Statistics studentPricing
Hourly, with one rate for every course
There are no packages or long-term commitments. Sessions have a 60-minute minimum and can be booked in 30-minute increments.
For most students, I recommend a weekly 90-minute session. This gives us enough time to teach, work through problems together, and finish with independent practice.
90-minute session
Recommended for regular weekly instruction. Ninety minutes gives us enough time to develop a topic carefully without rushing the independent work at the end.
60-minute session
A good fit for targeted questions, test review, or students who arrive with a specific set of problems to work through.
The rate reflects the work around each session as well as the meeting itself. This includes preparation around the student's course, the materials we use, notes and solutions afterward, and the continuity from one week to the next.
Every session includes:
- teaching planned around the student's course and pacing
- session notes and full solutions uploaded after each meeting
- TI-84 Plus CE instruction when calculator work is relevant
- close attention to setup, notation, justification, and interpretation
Optional between-session support $200/month ($50/week)
This option is for students who would benefit from more structured work between meetings.
It includes:
- weekly assigned problem sets with written feedback on method, setup, and communication
- between-session availability for questions and clarification on weekdays and weekends
- additional reference sheets and study materials
- monthly parent check-ins by email or phone to discuss progress and next steps
Billing. Sessions are billed after they occur, never in advance. On the first business day of each month, I send one invoice for the previous month's sessions. Payment is due within seven days.
Rates are held for the full academic year for enrolled families.
I accept a limited number of students each academic year. Once the roster is full, I maintain a short waitlist.
Full billing, attendance, and cancellation terms are available under Policies.
Referrals
Most new students come through families I already work with
If you refer a family and their student enrolls, I will credit one 60-minute session to your next invoice after the new student completes a first month of instruction. If you are no longer enrolled when the credit comes due, I will send an Amazon gift card for the same amount instead.
There is no limit on referrals. I ask only that they be genuine recommendations for families you think would be a good fit for the practice.
Families considering instruction are welcome to write to me at hi@katherinedelno.com or book a free 15-minute introduction.
How it works
Technology & setup
Sessions are designed to feel as close as possible to working side by side while keeping the student's work organized and easy to revisit.
- Live Zoom sessions use a shared digital whiteboard for step-by-step work.
- I can annotate the student's own problems and homework in real time.
- Notes and full solutions are uploaded to a private shared Dropbox folder after each meeting. Parents may be added on request.
- TI-84 Plus CE work can be demonstrated on screen when relevant.
- I am based in the Pacific time zone and work with students in other time zones.
- Students need a quiet space, stable internet, a graphing calculator when required, and a consistent way to take notes.
Questions
Frequently asked
How is this different from homework help?
Homework help begins with the assignment. My instruction begins with the student.
We may use the student's homework, but I am watching how they reason, where the work begins to break down, and whether they can complete a similar problem without help. The goal is increasing independence over time.
What if my student understands an explanation but can't do the problems alone?
This is common. Following an explanation and producing the reasoning independently are different skills.
That is why independent work is built into every session. It shows us what the student can actually reproduce once the prompts are gone.
How do you know what my student needs to work on?
By watching them work.
The setup, notation, hesitation, and recurring errors usually tell me much more than a final answer. I keep those observations in my notes so the picture becomes more precise over time.
Why do you recommend a consistent weekly schedule?
A regular schedule gives the work continuity. It also makes it easier to stay close to the pace of the class and address small gaps before they begin affecting later topics.
Are sessions online or in person?
Sessions are conducted live over Zoom using a shared digital whiteboard. Notes and materials are kept in a private shared folder so the student can return to the work afterward.
How do you align with my student's class?
I follow the student's course pacing and plan around current topics, assignments, and the patterns I see in their work. The instruction is meant to support the course they are actually taking rather than run separately from it.
Do you teach courses beyond the three listed?
Yes. AP coursework is the center of my practice, but I also work with students in non-AP and college-level mathematics and statistics.
If your course is not listed, write to me and we can discuss whether it is a good fit.
What happens before the AP exam?
During the final one to two months, sessions shift toward focused exam preparation. This includes timed practice, full free-response and multiple-choice work, and targeted review.
All preparation materials are included.
What if we need to reschedule?
Occasional schedule changes are normal, and I will try to find another time in the same week when possible.
I ask for at least 24 hours' notice. Sessions cancelled within that window, and missed sessions, are billed in full because the time was reserved for that student. Every family receives one exception per term without question. Illness and emergencies are handled with common sense.
The full policy is available under Policies.
Is the between-session support required?
No. It is an optional monthly add-on for families who want assigned practice, written feedback, and additional support between sessions.
Many students do well with the weekly session alone.
What does my student need to get started?
A quiet space, stable internet, a graphing calculator if the course requires one, and a consistent way to take notes.
I recommend the TI-84 Plus CE for AP Statistics, AP Calculus, and AP Precalculus.
Availability
Scheduling and getting started
I am based in the Pacific time zone and regularly work with students elsewhere. We will find a weekly time that fits your schedule when availability allows.
I keep the academic-year roster small. Weekly slots are limited, and once the roster is full I maintain a short waitlist.
The beginning of a course is usually the best time to start. It gives us a chance to establish strong habits early and address misunderstandings before later material depends on them.
Students who begin mid-semester are also welcome. In that case, the first sessions often involve identifying and closing earlier gaps while we keep pace with new material.
Getting started
Write to me with your question, or book a free 15-minute introduction. After we speak, I will suggest the arrangement that makes sense for your student.
Before instruction begins, please read the Policies and Privacy notice. I send both by email during intake and ask for a short reply confirming that you have read them.
Academic progress & no guaranteed outcomes
My role is to provide careful instruction, appropriate practice, and clear feedback. I cannot and do not guarantee a particular grade, test score, class placement, or AP exam result, and I will not agree to do so if asked.
Outcomes also depend on factors outside my control, including attendance, work between sessions, classroom instruction, grading policies, assessment difficulty, and test-day conditions.
Families are engaging instructional time and academic coaching, not a promised outcome.
The standards I hold myself to are set out in full under Policies.
Accessibility
I want this website and my instruction to be usable by everyone. I aim to follow recognized web accessibility guidelines (WCAG 2.1 Level AA) and make ongoing improvements.
If you have difficulty accessing content on this site, or need materials in an alternative format or an accommodation for sessions, please email hi@katherinedelno.com. I will work with you promptly to provide the information or assistance you need.