The Number Garden Join the studio
Help build a warm mathematical culture where young people can ask real questions, develop confidence, and encounter ideas worth lingering over.
Math Mentors can enter the work at different stages. High school students begin as Mentors-in-Training under close supervision; college students and graduates can take on greater instructional responsibility as their experience and judgment grow.
The starting points below reflect a Mentor's education stage, with growth over time.
Starting at $17 per hour, with growth over time. Juniors and seniors age 16 or older begin as closely supervised Mentors-in-Training. The minimum commitment is one consistent after-school or Saturday shift of at least two hours each week, with reliable transportation to and from the studio.
Starting at $20 per hour, with growth over time. Responsibilities are shaped around experience with mathematics, teaching, tutoring, childcare, or youth programs.
Starting at $25 per hour, with growth over time. Experienced educators can take on greater independence as they become familiar with the studio and its approach.
Math Mentors support individual learners and small groups across The Number Garden's programs. The work may include school support, puzzles, mathematical investigations, games, and conversation shaped around what students are ready to understand next.
This is not a role for rushing children through worksheets. Strong candidates can hold warmth and rigor together: listening carefully, choosing worthwhile questions, and helping students persist without making struggle feel punitive.
You do not need to be the fastest person in your math class or have every answer ready. Curiosity, patience, reliability, and a willingness to think carefully with other people matter more.
Observe and assist at first, then guide individual students and small groups as your readiness and experience grow.
Set up and adapt games, problems, activities, and materials in response to student needs and program goals.
Talk through sessions with Paul, communicate reliably, and gradually take on greater responsibility.
You enjoy working with younger people and can give them time to think without taking over.
You are willing to explore, explain, and learn mathematics—not just deliver procedures from an answer key.
You communicate clearly, arrive consistently, welcome feedback, and want to develop as an educator.