Ph.D. offers private lectures to help improve in math at all levels.

Learn more about Alessio

• 1) When did you develop an interest in your chosen field and in private tutoring?

  My interest in Economics and Mathematics began when I realised that numbers are not simply abstract symbols: they can help us understand how people make decisions, why markets change, how public policies affect society and how uncertainty influences our everyday lives. Economics gave meaning to the mathematics I enjoyed, while Statistics and Econometrics provided the tools to test ideas using real-world evidence.
  
  My interest became more serious at university, where I was especially fascinated by the connection between economic theory, mathematical reasoning and empirical analysis. This eventually led me to pursue a PhD. I am now a PhD candidate preparing to defend my dissertation, and my goal is to continue along the academic path and become a university professor, combining teaching with research.
  
  Private tutoring developed naturally from this journey. I first began by helping classmates and younger students who were struggling with technical subjects. I discovered that explaining a concept clearly was not only rewarding but also improved my own understanding. Seeing a student move from "I will never understand this" to "Now it makes sense!" remains one of the most satisfying parts of teaching.

• 2) Tell us more about the subjects you teach, the topics you like to discuss with students-and possibly those you like a little less.

  I teach Economics, Finance, Statistics, Econometrics, Mathematics and Italian. Although these subjects may appear quite different, they all involve learning how to communicate and reason clearly.
  
  In Economics, I particularly enjoy discussing how individuals, firms and governments make decisions. I like connecting theoretical models to real situations, such as inflation, unemployment, inequality, taxation, financial crises and international trade. My objective is to help students understand that economics is not just a collection of graphs and formulas: it is a way of interpreting society.
  
  In Finance, I enjoy topics related to investment decisions, risk and return, portfolio theory, asset valuation and the time value of money. These subjects are especially interesting because they require both mathematical precision and an understanding of human behaviour.
  
  In Statistics and Econometrics, I like showing students how we can use data to investigate meaningful questions. Regression analysis, probability, hypothesis testing and causal inference can initially seem intimidating, but they become much more accessible when introduced through concrete examples. I want students to understand not only how to apply a formula or use a software package, but also why a method works, what its assumptions are and how to interpret the results.
  
  In Mathematics, I enjoy teaching calculus, algebra, functions and optimisation. Mathematics teaches intellectual discipline, but it also encourages creativity: the same problem can often be approached in several different ways.
  
  As an Italian native speaker, I also love teaching Italian language and culture. I enjoy working on conversation, pronunciation and vocabulary, but also explaining the logic behind Italian grammar. Depending on the student's interests, lessons can include literature, current affairs, cinema, travel or everyday life in Italy.
  
  I would not say that there are topics I dislike. What I like less is teaching based entirely on memorisation. Even when some rules or definitions must be learned, I prefer to explain the reasoning behind them. Understanding creates knowledge that lasts; memorisation alone often disappears immediately after the exam.

• 3) Did you have any role models or a teacher who inspired you?

  I have been fortunate to meet several inspiring teachers during my education. The ones who influenced me most were not necessarily those who made their subjects appear easy. They were the teachers who made difficult ideas feel worth exploring.
  
  One university professor had a particularly strong impact on me. He could begin with a simple economic question and gradually turn it into a rigorous mathematical model without ever losing sight of the real-world issue. He taught me that precision and clarity are not opposites. A lesson can be technically demanding while still being engaging and understandable.
  
  I was also inspired by teachers who treated students with respect and took their questions seriously. They never made anyone feel embarrassed for not understanding something. Their example shaped my own approach: when a student asks a question, it is not a sign of weakness but evidence of curiosity and intellectual courage.
  
  More broadly, I admire scholars who combine excellent research with a genuine commitment to teaching. That is the kind of academic I hope to become.

• 4) What qualities are required to be a good tutor?

  A good tutor needs strong subject knowledge, but knowledge alone is not enough. The ability to explain an idea is different from the ability to understand it personally.
  
  Patience is essential because every student learns at a different pace. A tutor must be willing to explain the same idea in several ways (through a formula, a graph, an example, an analogy or a practical exercise) until the student finds the explanation that works for them.
  
  Listening is equally important. Before teaching, I try to understand what the student already knows, where the difficulty begins and what their objective is. A student preparing for an exam may need a different approach from someone studying out of personal interest or applying a method to a research project.
  
  A good tutor should also create a comfortable environment in which mistakes are treated as part of learning. I often tell students that an error is useful when we examine it carefully: it reveals how they are thinking and shows us what to work on next.
  
  Finally, a tutor should be honest, organised and encouraging. My goal is not to make students dependent on my explanations. It is to give them the confidence and methods they need to solve problems independently.

• 5) Provide a valuable anecdote related to your subject or your days at school.

  One experience that has stayed with me involved a student who was convinced that they were "not a mathematics person." Whenever they saw an equation, they became anxious and tried to memorise a procedure without understanding it.
  
  Instead of beginning with formulas, we discussed a simple decision: how someone might choose between two investments with different possible outcomes. We listed the possibilities, calculated averages and gradually introduced probability and expected value. Only afterwards did I show the student that the reasoning they had already followed could be written mathematically.
  
  At that point, the formulas no longer looked like an unfamiliar language. They were simply a concise way of expressing ideas the student already understood. A few weeks later, the student solved a similar problem independently and explained the reasoning back to me.
  
  That experience reinforced one of my central beliefs about teaching: students often understand much more than they think. Sometimes they do not need a simpler mind or more natural talent; they need a different path into the subject.

• 6) What difficulties or challenges have you faced-or do you still face-in your subject?

  One of the greatest challenges in Economics and the quantitative sciences is maintaining a balance between intuition and technical rigour. A model must be mathematically correct, but it must also help us understand something meaningful. It is easy to become absorbed in calculations and forget the question we originally wanted to answer.
  
  Research presents a similar challenge. Real data are rarely perfect, and identifying a credible relationship between variables requires careful reasoning. Correlation is not automatically causation, and sophisticated methods cannot compensate for a poorly defined question. Learning to accept uncertainty-and to communicate it honestly-is an important part of becoming a researcher.
  
  As a teacher, another challenge is helping students overcome fear. Many people arrive at a Mathematics, Statistics or Econometrics lesson carrying years of negative experiences. They may believe that they are incapable before the lesson has even begun. Changing that belief requires patience, gradual progress and achievable goals.
  
  Personally, completing a PhD has taught me perseverance. Research does not always develop in a straight line. An idea may not work, a result may change or an analysis may need to be rebuilt. These moments can be frustrating, but they are also where much of the real learning happens.

• 7) Do you have a particular passion? Is it teaching in general, one element of the subject, or something completely different?

  My greatest professional passion is the combination of teaching and research. Research allows me to ask new questions, while teaching forces me to express ideas with clarity. I see these activities as complementary: research keeps teaching intellectually alive, and teaching often reveals new ways of thinking about research.
  
  I am especially passionate about helping students connect theory with evidence. I enjoy the moment when a mathematical model and an economic concept come together to answer a real question. This is one of the reasons I hope to become a university professor.
  
  Outside academia, I love reading. I read both fiction and non-fiction because they offer different ways of understanding people and society. Fiction develops imagination and empathy, while history, philosophy and social science introduce new perspectives and questions.
  
  I also enjoy playing tennis. Tennis has taught me lessons that apply surprisingly well to studying and research: concentration matters, consistency is more valuable than occasional brilliance, and one bad point does not determine the entire match. Progress comes from continuing to play thoughtfully, point after point.

• 8) What makes you a Superprof-besides answering these interview questions? :-P

  What makes me a Superprof is the combination of academic expertise, teaching experience and genuine enthusiasm for helping students progress.
  
  As a PhD candidate approaching my dissertation defence, I have developed a rigorous understanding of Economics, Finance, Statistics, Econometrics and Mathematics. At the same time, I know that effective teaching is not about displaying how much the tutor knows. It is about making that knowledge useful and accessible to the student.
  
  I adapt my lessons to each person's level, objectives and learning style. Some students need to rebuild their foundations; others want to prepare for a demanding examination, improve their grades, analyse data or strengthen their knowledge at an advanced level. I can provide a structured programme, targeted support or assistance with specific topics and exercises.
  
  As a native Italian speaker, I can also help students experience Italian as a living language rather than merely a list of grammatical rules. I combine accuracy with conversation and adapt the material to the student's interests.
  
  Above all, I take my students' goals seriously. I prepare carefully, explain patiently and encourage independent thinking. I want every student to leave a lesson not only knowing more, but also feeling more confident, curious and capable than when the lesson began.