Hi, I'm Cindy.
I teach more than math.
After more than 25 years in classrooms — teaching middle school, high school, and college students — I knew I wanted to offer something deeper than content delivery. I wanted to help students understand themselves as learners.
MTM isn't just about getting through tonight's homework or passing Friday's test. It's about giving students tools that work in every classroom, every course, and long after their last tutoring session.
Making math meaningful for all students.
Why I started MTM
I spent years in schools watching students who were smart, capable, and curious struggle — not because they couldn't do math, but because no one had taken the time to figure out how their brain learned it.
After teaching in schools, working for a tutoring company, and teaching in a homeschool pod, I kept coming back to the same realization: the students who thrived weren't the ones who got the most right answers. They were the ones who understood the process, trusted themselves, and had strategies to fall back on when things got hard.
MTM was built to give every student those things — regardless of where they go to school, what their history with math looks like, or where they are starting from.
“Just like every plant has its growth cycle and optimal conditions, so do students.”
My Teaching Philosophy:
Active, Not Passive
We live in a world that makes passive learning easy. Watch a video. Re-read a page. Use the calculator. Copy the steps. Students are increasingly being trained to believe that education is something done to them — not something they actively build for themselves.
My approach is different. In every session, I teach students to engage with math — to annotate problems, use graphic organizers, create summaries in their own words, and develop the note-taking and organizational systems that work for their brain.
I offer a wide range of tools and strategies, and then we work together to build the student's own approach — one they own, understand, and can use independently.
The goal is to shift students from getting homework done to actually understanding math — from cramming to retaining, from anxiety to agency.
Active engagement in an MTM session looks like:
Annotating and circling key information
Using math-specific graphic organizers
Building personal note systems
Summarizing concepts in their own words
Pre-learning topics before they appear in class
What Families Say
The results speak for themselves.
“Cindy tutored our son for several years while in junior and senior high school. Her approach and style of explaining complex algebraic problems simplified them so that our son could understand them and, over time, break them down himself — particularly complex word-based problems… this enabled him to be successful at work and in college.”
— Stacey M.“Ms. Mummert tutored our son in Algebra II and Geometry. His grades improved from D’s to solid B’s. She has a way of clearing away the confusion about math that so many kids experience. After meeting with Ms. Mummert, I’d ask my son if he understood his work and assignments. He always replied, “I do now!”. His weekly time with her, gave him an understanding and confidence that was missing from the classroom instruction. ”
— Wendy Y.“My son was thrilled to have someone who could teach him the advanced Math concepts he needed to continue to learn and stay ahead as a student in the gifted program at school. Ms. Mummert teaches each student at their own level, in a fun, fact filled session.”
— Rene S.
Ready to find the right fit?
The first step is a conversation. Reach out and let's talk about your student — where they are, where they want to go, and how MTM can help them get there.