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How much do math textbook editing jobs pay per year?

As of Sep 11, 2026, the average yearly pay for math textbook editing in the United States is $58,837.00, according to ZipRecruiter salary data. Most workers in this role earn between $45,000.00 and $70,000.00 per year, depending on experience, location, and employer.

What is math textbook editing?

A Math Textbook Editing job involves reviewing, revising, and improving math textbooks to ensure accuracy, clarity, and consistency. Editors check mathematical content for errors, refine explanations, and ensure problems are correctly structured. They may also collaborate with authors, educators, and publishers to enhance readability and instructional effectiveness. Strong mathematical knowledge and attention to detail are essential for this role.

What are the typical responsibilities of someone working in math textbook editing?

Math textbook editors are responsible for reviewing and correcting mathematical content for accuracy, clarity, and consistency, as well as ensuring alignment with curriculum standards. Their daily tasks often include editing text, checking problem sets, verifying solutions, and collaborating with authors, subject matter experts, and graphic designers to create high-quality materials. Editors may need to manage multiple projects simultaneously, adhere to strict deadlines, and adapt to evolving educational requirements. This role is ideal for detail-oriented professionals who enjoy working both independently and as part of a team to support effective math education.

What are the key skills and qualifications needed to thrive in math textbook editing, and why are they important?

To succeed in Math Textbook Editing, you should possess a strong background in mathematics, excellent language proficiency, and attention to detail, often supported by a degree in math, education, or English. Familiarity with editing tools such as track changes in Microsoft Word, Adobe InDesign, and specialized math equation editors like LaTeX is highly beneficial. Strong organizational, communication, and time management skills help editors handle complex projects and collaborate effectively with authors and designers. These skills ensure accuracy, clarity, and the overall quality of math instructional materials for students and educators.

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What are the most commonly searched types of Math Textbook Editing jobs?

The most popular types of Math Textbook Editing jobs are:

What states have the most Math Textbook Editing jobs?

States with the most job openings for Math Textbook Editing jobs include:

What job categories do people searching Math Textbook Editing jobs look for?

The top searched job categories for Math Textbook Editing jobs are:

Math Textbook Editing jobs near you
Infographic showing various Math Textbook Editing job openings in the United States as of September 2026, with employment types broken down into 74% Full Time, 24% Part Time, 1% Contract, and 1% Nights. Highlights an 96% Physical, and 4% Remote job distribution, with an average salary of $58,837 per year, or $28.3 per hour.

AVID Tutor

Brenham, TX • On-site

Brenham Independent School District
See more jobs at Brenham Independent School Districtexternal

$25/hr

Full-time

Posted 18 days ago

Key responsibilities

  • Conduct tutorial sessions that promote collaborative learning and student discussion of class and text notes.

  • Work with students to identify key concepts from worksheets, notes, and discussions, and focus tutorial sessions accordingly.

  • Assist students in various phases of the writing process and help develop their study skills and college preparation.

Job description

Position Type:
Tutors
Date Posted:
8/24/2026
Location:
To Be Determined
Brenham Independent School District - Job Description
Job Title/Position:
AVIDTutors
Department/School:
Brenham Junior High and Brenham High Schools
Pay Information:
2-19 Hours per Week
$25.00 per hour for Certified Teachers
$20.00 per hour for Four-Year Degree
$15.00 per hour for Currently Enrolled College Student
Supervised By:
Campus Principal
FLSA:
Non-Exempt
Date Revised:
May 2017
Primary Purpose:
AVID tutors have the ability to guide students toward academic and personal excellence that will reach far beyond their high school years. As an AVID tutor, you are an active participant in the learning, growth, and personal development of students. Most importantly, you have the ability to make a positive contribution.
Qualifications (Experience/Education/Certification):
An AVID tutor should be an excellent role model of motivated, organized, successful college students who believe that the AVID students will succeed, too. They should be enrolled at colleges or universities. The tutors should represent balanced academic backgrounds, some liberal arts majors, others science or mathematics majors. The tutors should be people who will work in a supportive manner with secondary students and will be able to understand the delicate position they will occupy; they are advocates of students, yet ultimately they are responsible to the teacher. They must be willing to meet regularly to discuss student progress and to confer with the teacher about future tutorial plans.
Introduction to AVID Tutorials:
  • Tutors are the key to the success of the AVID program. Tutors from area colleges and universities are trained to use specific teaching methodologies and materials to work with AVID students. Tutors work with AVID students in study groups and individually, assisting them in all academic areas to make progress commensurate with college expectations.
  • Tutoring in AVID is different from any job you have held before. Being part of a program at the forefront of education is highly challenging and requires extraordinary commitment, yet its rewards for a career in teaching or in any other job which is people oriented.
  • A AVID tutors have the ability to guide students toward academic and personal excellence that will reach far beyond their high school years. As an AVID tutor, you are an active participant in the learning, growth, and personal development of students. Most importantly, you have the ability to make a positive contribution.

Major Responsibilities:
  • Conduct tutorial sessions that underscore the principle of collaborative learning and the practice of students teaching other students through discussion of class and text notes.
  • Determine from student tutorial worksheets, notes and discussions the concepts that need to be the focus of tutorial sessions.
  • Work with students in any phase of the writing process, such as brainstorming, clustering, read arounds, revision, and editing.
  • Allow students to shoulder the responsibility for their own active learning while guiding them in strategies that they will become accustomed to using independently.
  • Reinforce the idea that learning extends far beyond mere studying to form the basis for long term accomplishments.
  • Assist students in any subject area, by being familiar with students' textbooks and materials and AVID classroom resources.
  • Evaluate student binders, including calendars, class and textbook notes, and learning logs.
  • Assist in teaching study skills and other aspects of college preparation.
  • Take responsibility for the tone and atmosphere of the AVID classroom.
  • Acknowledge the individuality of all AVID students and work to develop their academic and personal pride.
  • Assist the AVID coordinator as requested, such as contacting teachers regarding course outlines and assignment schedules, helping with field trips, contacting parents, etc.
  • Assist in developing a resource file of enrichment materials for use in tutorial sessions.
  • Communicate regularly with the AVID coordinator/teacher regarding student progress and areas of concern.
  • Set an example of personal excellence and high expectations for AVID students to follow.

Supervisory Responsibilities:
None.
Working Conditions (Mental Demands/Physical Demands/Environmental Demands):
Maintain emotional control under stress; regular light lifting and carrying; standard office equipment including computer and peripherals; standard instruction equipment; moderate standing; occasional kneeling, squatting, bending, and stooping; moderate walking; work inside and outside; exposure to noise; and work with frequent interruptions.
The foregoing statements are intended to describe the general nature and level of work being performed by employees assigned to this job title. They are not intended to be construed as an exhaustive list of all responsibilities, duties, knowledge, skills, and abilities required. The district shall not fail or refuse to hire or discharge any individual, or otherwise discriminate against any individual with respect to compensation, terms, conditions, or privileges of employment because of the individual's race, color, religion, sex, or national origin. Nor shall the district limit, segregate, or classify its employees or applicants for employment in any way that would deprive or tend to deprive an individual of employment opportunities or otherwise adversely affect the status as an employee because of the individual's race, color, religion, sex or national origin.
Received by: Date: ____________________________

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