Nonprofit
Volunteer Math Tutor for Elementary and Middle School Students
Details
Description
Simple Math Foundation is a 501(c)(3) nonprofit initiative providing free math support for students from elementary school through 8th grade. We are looking for reliable high school student volunteers who are interested in helping younger students strengthen foundational math skills and build confidence.
Volunteer tutors may work with students one-on-one or in small groups, depending on student needs and availability. Sessions may focus on foundational arithmetic, fractions, decimals, pre-algebra, homework support, or general confidence-building.
Responsibilities:
- Provide patient, encouraging math support for younger students
- Explain concepts clearly and adapt explanations when needed
- Attend scheduled tutoring sessions consistently
- Communicate reliably with the Simple Math Foundation team
- Submit completed tutoring hours for documentation
Qualifications:
- Current high school student
- Strong foundational math skills
- Reliable, patient, and comfortable working with younger students
- Able to communicate clearly and respectfully
- Prior tutoring experience is helpful but not required
Time Commitment:
Approximately 1–2 hours per week, depending on volunteer availability and student demand.
Benefits:
- Meaningful experience supporting younger learners
- Documented volunteer service hours for completed sessions
- Opportunities to build communication, teaching, and leadership skills
Please apply through Idealist. Selected applicants will be contacted with next steps.
Location
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Thank you for your interest in volunteering with Simple Math Foundation. We are looking for dependable high school students who can provide patient, encouraging math support for younger learners.
Tutoring sessions will primarily take place online. Selected applicants will be contacted with next steps, including scheduling and student matching. Volunteers can receive documented service hours for completed tutoring sessions and approved activities.
