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We require the most rigorous qualifications from Algebra tutors, in addition to a background check.

Our NYC algebra tutors are experts at tailoring a curriculum to help you meet your educational goals in an ideal learning environment.

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Algebra Tutoring in New York City, NY

Customized private in-home and online tutoring

Experience Algebra tutoring by highly credentialed tutors in New York City, NY. Top tutors will help you learn Algebra through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Algebra Tutors in New York City, NY

We can help you connect with exceptional Algebra tutors with the highest of qualifications, who are ready to help you. The tutors come from top institutions such as MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other leading schools.

A photo of Melanie who is a New York City  Algebra tutor

Undergraduate Degree:
University Of North Carolina At Chapel Hill - Biology

Graduate Degree:
Liu Brooklyn - Adolescent Education

A photo of Stephanie who is a New York City  Algebra tutor

Undergraduate Degree:
University Of Florida Honors Program - Biology

Graduate Degree:
Mount Sinai School Of Medicine - Biomedical Sciences

A photo of Jason who is a New York City  Algebra tutor

Undergraduate Degree:
New York University - Mathematics Education

How your tutor helps you master: Algebra


Your personal learning style and needs will be assessed by our educational director to ensure your key Algebra goals are met.


Your Algebra tutor will quickly assess your proficiency with the material, and identify areas for improvement.


The tutor you select will create a unique curriculum to help you master your objectives.

Recent Tutoring Session Reviews

Today I met with the student at 8 am to review for her final. We went over all the rules and procedures to tackle any problem she might face. She was confident and knew the material very well.

We then started the exam at 9 am. The exam took her 5 hours to finish. It had 42 or 44 total questions. She did well and remembered most of what she learned. I'm very proud of all the progress she has made.

Tessa is reviewing for finals since school is almost over. Today we mostly reviewed those subjects she felt she had the most trouble with. These included writing algebraic equations, adding and subtracting radicals, and word problems. I felt the session went well and she made progress with the problems she was having trouble with.

Today we covered the topics that would be tested on Wednesdays test. We also covered a little bit of biology but the focus of the lesson was algebra. I was really pleased with the student's performance on the homework and review, he was flying through all the problems.

The student and I continued our review for the state test by covering one of the practice exams he took and redoing any problems he got wrong. As long as he studies plenty over the weekend, he'll be fine on the test.

The student and I spent the beginning of our session reviewing the previous five sections she had on her quiz. She is much more comfortable with solving quadratic equations but still struggles to remember to put +/- after reducing radicals. After our review we practiced related rates problems. She had difficulty converting the word problems to equations that she can solve. This is a challenging task but with practice, she can get better. We also looked at writing equations for direct and indirect proportions. Again she had difficulty converting from word problems to algebraic equations. I would recommend consistent practice and another tutoring session before her test.

The student had an exam for sections 1-4 of Chapter 12 tomorrow so we reviewed the chapter and went through some practice questions. By the end of the session, she was approaching problems with strategy and planning out how to solve them rather than guessing and checking. I was very pleased with her improvement.

The student and I finished four worksheets together today. She is working with radicals and squared values of x, and solving to find what the variable is equal to. She seems to struggle with the concept of multiplying by one (e.g. sqrt(3) / sqrt(3) ) to get rid of a radical on the bottom of a fraction, but completed all other problems easily.

Today we first went over all the questions she had from the Pre-Algebra sample test. We pinpointed that her difficulty lies with proportions especially and also word problems ( especially on averages). She has to review those concepts and remember simple interest and compound interest formulas. We then did a few more pre-algebra practice problems to help her solidify the concepts. She felt pretty good about moving on and we moved forward to Algebra I concepts. We did about 15 or so problems out of 100 and she plans to look over some videos on Wednesday and do as many problems as possible between now and our next session on Friday. She is going to postpone her test past mid-May and will do more tutoring sessions if necessary. We are working towards the goal of testing out of Pre-Algebra, Elementary Algebra (equivalent of Algebra I), and possibly College Algebra (Algebra 2) and to have her place in Geometry.

The student and I studied for her algebra final which is on Thursday and got through a few practice worksheets, which she did really well on.

The student and I looked over his tests from this semester so we could prepare for his finals. I showed him a new method to factor quadratic equations and how to factor polynomial expressions. This was a skill that he did not have a good understanding of before we met.

We continued working simple one-variable equations, and I saw some progress in today's session. She now understands how to combine positive and negative numbers. We are still working on adding and subtracting fractions and decimals.

Topics Covered: relationships of parallel lines, composing functions given a slope and a point or a slope and a given y-intercept, lines of best fit
Progress Achieved: The student can now successfully compose functions and estimate a line of best fit for linear functions

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