Tutors in Closeburn include a seasoned maths mentor for years 7–12 with a UQ mathematics degree, an award-winning high school science student and youth coach, experienced peer and private tutors with academic distinctions, pre-service teachers from UQ, and accomplished university students excelling in engineering, psychology, and the sciences—all bringing strong mentoring backgrounds and subject expertise.
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Master 
Proven We have found Ezymath tutoring very effective for our eldest son who is struggling in his maths class. Jon (tutorer) has been most helpful in firstly being able to assess his overall understanding and then being able to strategically challenge his thinking abilities. So far our son is really enjoying his tutoring lessons.Man5on
Year 8 student Ruby worked on converting between units and practiced decimal addition and subtraction, then compared the size of different decimals and fractions.
Year 9 student Lucas focused on solving linear equations and interpreting intersection points using graphical methods.
Meanwhile, Year 10 student Anjali revised index laws—specifically multiplying powers—and analyzed real-world scenarios involving graphs to deepen her understanding of applied algebra.
In Year 8 Maths, a student sometimes avoided showing working for multi-step problems—she chose shortcut answers which worked for simple cases but led to errors on complex questions. This habit left mistakes hidden until review.
A Year 10 student preparing for an assessment struggled with planning written responses, often diving in without outlining key points first; as noted, he still needs to work on execution, which made editing harder later.
Meanwhile, in Year 2 English, reluctance to sound out unfamiliar words caused overwhelm when reading aloud. During these moments, the urge to guess or skip steps disrupted confidence and slowed improvement.
One Closeburn tutor recently noticed a Year 9 student who used to get stuck on fraction conversions now solving them independently and finishing her times tables in just two minutes, down from six.
In a senior session, another student who previously relied on prompts to expand brackets with the null factor law managed to do most steps alone before asking for help.
Meanwhile, a Year 3 learner who often hesitated to read aloud started volunteering to tackle new words herself during their reading activity and insisted on finishing all her sorting cards before moving on.
