The tutoring market has expanded dramatically over the past decade particularly in mathematics. In this paper, we problematise the growth of mathematics tutoring given its societal impacts and the current lack of evidence for its effectiveness. In addition to gaps in research on its effectiveness, there exist no comprehensive frameworks for conceptualising effectiveness in tutoring. To address this gap, existing research on the effectiveness of tutoring will be considered to inform the development of a holistic evaluation framework. This theoretical paper will facilitate identification of directions for future research to foster a more nuanced understanding of tutoring's impact.