Online Math Tutoring
The full school-year engagement. Continuous support, foundation repair, and advancement for students who need math to stop being the hard part.
Apply for tutoring →Expert virtual math tutoring
One small group. A distinct path for every learner.
Paschal Math Clinic combines live teaching, precise diagnosis, personalized practice, and supervised between-session support — so every student in the room moves forward on a track built for them alone.
Small-group teaching·
Individual learning plans·
Parent visibility·
Two decades of teaching
Student work
Algebra I · expanding a binomial
- (x + 3)2
- = x2 + 9 first incorrect step
- = x2 + 6x + 9 the missing middle term
Our philosophy
The right focus, the right foundation, the right fit.
Three convictions shape everything we do — how we set goals, what we teach first, and how carefully we place a student before a single lesson begins.
Right focus
A long view, not a quick fix
Parents and students often arrive fixated on lifting the next grade. We understand the instinct, and we decline to optimize for it. A score can be raised for a couple of weeks by drilling exactly what appears on Friday's test — and it falls back by the following unit, because nothing underneath it actually changed.
The deeper cost is what that teaches. A child drilled test to test learns that mathematics is a series of unrelated hurdles to survive, rather than one connected structure to understand. We would rather be honest about the slower path than sell a rebound.
- What this means for your child
- They stop bracing for the next assessment and start building something that accumulates. Progress arrives more slowly — and then it stays.
Right foundation
Fundamentals decide everything after
Mathematics is unusually unforgiving about sequence. A gap in fractions does not stay a fraction problem — it returns as a rational expression in Algebra II, and again as a rate of change in calculus, each time looking like a brand-new failure.
Most students who describe themselves as bad at mathematics are carrying one unrepaired gap from years earlier, and have quietly mistaken it for a fact about who they are. That is the sentence we are in the business of overturning.
- What this means for your child
- We go back far enough to find the true break, repair it properly, and let confidence follow competence — never the other way round.
Right fit
Placement is taken seriously
A grade level is an administrative fact, not a diagnostic one. It is entirely ordinary to find two students in the same grade working several years apart in what they actually understand, and placing either of them by their birthday serves neither.
Get it wrong and the same room produces two casualties: a capable student who grows bored and stops trying, and a struggling one who falls quietly behind and learns to hide it. So we take the time to understand a student properly before a single lesson is planned.
- What this means for your child
- They sit among peers, at their own level, working on precisely what they need — never held back by the group, and never dragged along behind it.
Placement
We place by level, not by grade.
A grade records when a child was born. It says nothing about what they understand. Schools group by age because they have to manage hundreds of students at once — we don't have that constraint, so we don't accept its cost.
Placing by grade
Two casualties in the same room
A capable student is walked through material they mastered a year ago, and learns that mathematics is a place where carelessness costs nothing. A struggling student is walked through material resting on prerequisites they never had, falls further behind each week, and learns to hide it. Both outcomes look like effort problems. Neither one is.
Placing by level
Everyone starts where the work is real
Mathematics is strictly sequential — no amount of effort makes a topic learnable while its prerequisites are missing. So we assess first and place on demonstrated understanding. A student sits with peers doing work that genuinely stretches them, which is the only place real confidence is built.
The ten levels
Each level is defined by the mathematics it covers, not by the age of the students in it. Sessions run in small groups of five to eight, and students move up on demonstrated mastery approved by a tutor — never automatically, and never on a calendar.
Free placement diagnostics for every level
Each level has a printable twenty-question diagnostic that probes mastery of the level below it — ten multiple-choice items whose wrong answers each reveal a specific misconception, six problems asking the student to show their working, and four error-analysis problems where the task is to find someone else's first incorrect step.
Download the one nearest your student's current work and bring it to your consultation. These are a starting point for a conversation with a tutor, not a self-placement tool — no student is placed on the strength of a score alone.
New to the diagnostics? A short parent guide explains what each section is really testing, and how to read the result without turning it into a score.
Download the parent guide — “How to read your child’s diagnostic” (PDF)
01
Math Foundations IOften grades 2 – 3
Whole-number sense and the meanings of the four operations. Place value and rounding, addition and subtraction strategies, multiplication as equal groups and arrays, division as sharing and grouping, simple fractions on the number line, time, money and measurement, and word problems explained in writing.
Download the Math Foundations I diagnostic (PDF)
02
Math Foundations IIOften grades 3 – 4
Multiplication, division and fraction foundations. Multi-digit computation with place-value reasoning, factors and multiples, primes and composites, fraction equivalence and ordering, decimals through hundredths, area and perimeter, and multi-step problems.
Download the Math Foundations II diagnostic (PDF)
03
Math Foundations IIIOften grades 5 – 6
The arithmetic-to-algebra bridge. Rational-number operations consolidated, together with ratios, percentages, expressions, and sustained multi-step quantitative reasoning.
Download the Math Foundations III diagnostic (PDF)
04
Pre-Algebra IOften grades 6 – 7
Algebraic thinking introduced through integers, rational numbers, ratios, expressions, equations and coordinate relationships — while repairing any arithmetic gaps that would undermine progress.
Download the Pre-Algebra I diagnostic (PDF)
05
Pre-Algebra IIOften grades 7 – 8
Algebra I readiness. Fluency with multi-step equations, linear relationships, exponents, systems, geometry and data reasoning.
Download the Pre-Algebra II diagnostic (PDF)
06
Algebra IOften grades 8 – 10
A coherent understanding of functions and the algebra of linear, exponential and quadratic relationships, with sustained attention to modeling and to communicating mathematics clearly.
Download the Algebra I diagnostic (PDF)
07
GeometryOften grades 9 – 11
Spatial reasoning, deductive argument, geometric modeling, and the precise use of definitions, diagrams and theorems.
Download the Geometry diagnostic (PDF)
08
Algebra IIOften grades 10 – 12
Function reasoning extended across a broader family of nonlinear models, preparing students for precalculus and for college mathematics.
Download the Algebra II diagnostic (PDF)
09
PrecalculusAdvanced high-school and college-readiness
Advanced algebra and trigonometry unified into a mature study of functions, change and modeling — and the reasoning habits calculus demands.
Download the Precalculus diagnostic (PDF)Those readiness ranges overlap deliberately. Placement is determined by demonstrated understanding and readiness, not by grade alone — which is exactly why a student may sit a level below or above where their birthday would have put them, and be in precisely the right room. No student advances on a single high score.
Level 10 · parallel pathway
SAT Math Booster
Generally grades 9 – 12 · placement is diagnostic-drivenThis one sits beside the ladder rather than on top of it. It draws on several earlier levels and runs under PMC Test Preparation, so a student may enter it while enrolled in Algebra I, Geometry, Algebra II or Precalculus — there is no need to finish Level 9 first.
It converts mathematics a student already holds into stronger digital SAT Math performance: targeted content repair across algebra, advanced math, data analysis and geometry; efficient strategy; timed decision-making; and disciplined error analysis that separates a concept gap from a misread, an inefficient method, or a pacing problem.
Completion is judged on the agreed testing cycle and on evidence of improved domain performance, timing and decision quality — never on a promise of a particular score.
Download the SAT Math Booster diagnostic (PDF)What we offer
Three areas of engagement.
Math Test Preparation
Digital SAT/PSAT Math and ACT Math, in cohorts of six to eight grouped by exam, test date, and starting band. Six to eight weeks against a published date.
Get a test-prep recommendation →Math Learning Products
Self-contained programs for a single defined skill, for families who want a specific capability rather than an ongoing engagement.
Explore learning products →What we ask of families
The work is shared.
Tutoring fails quietly when it is treated as a drop-off. The families who get the most from us stay close to it, and there are four practical things that make the difference.
01
Partner with the tutor, and trust the process
Progress comes fastest when a parent stays near the work. We’ll tell you what we’re seeing and what we’re working on next. Tell us what you’re noticing at home: the frustration that arrives before homework does, the topic that suddenly clicked, the test that went badly for reasons the score doesn’t explain. You know things about your child that no diagnostic will ever surface.
Then let us teach. There will be stretches where we are repairing something two years below your child’s current grade and the next report card doesn’t move. That is the work doing exactly what it should. Trust the tutor’s read, give the plan a term to show itself, and bring us your doubts directly rather than carrying them quietly — a question asked early is far easier to answer than a decision made late.
02
A room where learning can actually happen
Sessions are live and online, so the room matters nearly as much as the lesson. What helps most is an internet connection that holds up, somewhere your child won’t be interrupted mid-thought, and a device with a screen big enough to work on — a laptop or tablet rather than a phone, ideally one that takes a stylus or responds to touch, since mathematics is written far more than it is typed.
The screen matters more than people expect. On a phone a student cannot see a whole worked solution at once, so they lose the thread between the third line and the fourth, and the session quietly becomes about the device instead of the mathematics. We also know that not every home has a spare quiet room. Tell us what you are working with at the consultation — it is a common constraint, and there is usually something we can do about it.
03
Be the bridge between school and us
You are the link between your child’s classroom and this one, and it is a short walk. Tell us the topic the class is on, the method the teacher is using, when the next assessment falls, and anything a teacher has raised or that has been worrying you. A few lines is plenty, there is a place for it in the portal, and it takes about a minute.
That minute does more work than it looks like. Two children in the same group can meet the same topic by different methods, and a tutor who knows which one your child is being taught can build from it rather than cut across it — otherwise we risk teaching a perfectly sound method that contradicts the one their teacher is marking. We do not contact schools ourselves, and we never ask for logins, teachers’ names, or timetables. What reaches us is what you choose to pass on.
04
Keep payments current
A small clinic runs on a predictable rhythm. Paying on schedule holds the seat, the tutor, and the plan in place, and spares us both the awkwardness of chasing.
We would rather say this plainly than bury it. Places are limited by design — small groups only work when they stay small — so a seat held is a seat another family cannot take. If your circumstances change, tell us early. We would far rather adjust a plan than lose a student, and there is almost always something that can be arranged when we hear about it in time.
Start here
Let's find where the difficulty begins.
A free consultation, with a parent, about one student. We'll tell you honestly whether we're the right fit — and if we aren't, we'll say so.