Tutors in Bona Vista include a mathematics teacher with over 30 years' experience and advanced degrees, an ATAR 97.75 graduate from Nossal High with peer mentoring credentials, seasoned K–12 English and maths intervention specialists, university medallists in engineering and science, VCE subject duxes, and passionate youth coaches and academic award recipients across multiple disciplines.
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Meena shows great interest in her student. My daughter has come away from her hourly lesson so much more confident and it is starting to shown in her year 11 results .Sally Mcgreal
Year 7 student Mehar worked on converting between fractions and decimals using place value, as well as practicing long division to strengthen foundational number skills.
In Year 10, Gavin focused on solving quadratic functions and exploring the domain and range of functions, while also reviewing kinematics from physics to make connections with his maths learning.
Meanwhile, Year 11 student Alexander prepared for an upcoming physics exam by revising kinematics problems involving constant acceleration and tackling questions about forces on inclined planes and energy transfer during collisions.
A Year 11 student relied heavily on the CAS calculator when linearising data in Maths Methods, as noted: "He used the calculator for each step and didn't check what the process meant." This made it harder to grasp the underlying concepts, slowing progress with unfamiliar equations.
In Year 8, incomplete homework and missing notes were issues—one student "did not complete homework given last class" and was advised to organise schoolwork better.
For a Year 6 learner, confusion about long division led to avoidance: "She lost focus until I gave her questions," so gaps persisted in later fractions work.
One Bona Vista tutor noticed that a Year 11 student, Tyler, moved from confusion about direct and inverse variation to confidently working through practice questions after targeted examples. She even set up trigonometric ratio equations independently using both scientific and CAS calculators, something she previously struggled with.
In another high school session, Gavin began the term unsure how to use the discriminant in quadratic inequalities but now solves these and expands polynomials without prompting.
Meanwhile, in Year 6 maths, Mehar shifted from hesitating with fractions to explaining how to add and subtract them using the butterfly method, applying it correctly during lesson problems.
