Tutors in Ashcroft include a university mathematics education major with ongoing K–12 tutoring experience, an ex-Kumon and NumberWorks'nWords maths specialist with four years of primary mentoring, high school duxes and peer leaders, a US-trained electrical engineer and college maths tutor, competition prize-winners, youth mentors, and experienced home tutors for primary students.
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Impressive Mayeesha is doing a great job with tutoring Joanna. She comes in with such a great attitude to teach. We are blessed to have her.Robina, Lurnea
Year 6 student Ariana focused on angle relationships and probability by reviewing her recent school exam, along with quick-fire practice on square roots.
Year 8 student Nayeshehour completed his maths homework, demonstrating solid understanding of index notation and square roots as well as tackling time conversions between hours and minutes in decimal form.
For a younger student in Year 4, work included practising long division—both with and without remainders—and reinforcing times tables from 6 to 12 for fluency.
In Year 7 mathematics, one student often left homework incomplete and skipped answering many revision questions, making it difficult to pinpoint areas needing review.
A tutor observed, "her working out is confusing and may not be accepted by her classroom teacher," after she solved long division in her head without showing steps.
In senior years, exam stress led another student to misplace notes on angles and probability—she then struggled to recall key concepts during assessments.
In primary English, a reluctance to read full passages resulted in missing details required for comprehension questions.
Messy written work sometimes made graph interpretation harder for teachers to follow.
One Ashcroft tutor noticed a big shift in Ariana, a Year 7 student who previously hesitated with long division—she now solves multi-digit problems independently and recently completed her homework without any errors.
In a senior session, another high school student tackled one-step algebraic equations after initially struggling; she could explain why each operation matters, and started using opposite operations unprompted.
Meanwhile, a Year 3 student who used to wait for help is now confidently reading clocks on his own and interpreting worded time questions without assistance.
