Tutors in Collinswood include a PhD-qualified engineer and high school maths/science tutor, a TAFE lecturer with decades of experience supporting K–12 and TAFE students, an ATAR 99.75 scholar studying dentistry, accomplished Olympiad and competition participants, experienced Kumon and peer mentors, youth leaders, and university graduates passionate about teaching maths, English, science, and more.
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Impressive Here is our feedback on Linh. - Hyper-reliable. Always on time, always communicated plans. - Motivated Joshua - Joshua came home from the Tut sessions feeling great. - Clearly, put in prep work, and had revision sheets and questions ready for Joshua. - Answered Joshua's problematic questions. - Great engagement with parents.Andrew
Year 5 student Alex focused on division strategies and practiced 8 and 9 times tables during homework sessions, also touching briefly on triangles using visual examples.
For Year 8, Sarah explored the chapter on ratios, working through practical ratio problems and then moved into probability concepts with grid-based questions.
Meanwhile, Year 11 student Jason tackled trigonometry—reviewing bearings and angle calculations—and delved into tree diagrams to understand their role in probability problems.
In Year 4, a student lost focus during times tables revision—"gets very disinterested with times tables"—making it hard to build fluency beyond the basics.
In Year 8, notes reveal an over-reliance on memory for multiplication rather than setting out workings; as one tutor observed, "relies too heavily on memory at times…instead of being proficient at multiplication."
A Year 10 learner's algebra work showed missing steps and poor page layout, which led to errors being hidden rather than corrected.
Meanwhile, in Year 11 Maths Methods, organization issues meant past problems weren't reviewed before sessions, leaving gaps unaddressed.
One Collinswood tutor noticed a Year 9 student who had struggled to connect multiplication and division now starting to explain problems as "groups of" and independently spotting the link between the two operations.
In a senior session, a Year 11 student who was hesitant with surds began expanding brackets on her own after they worked through exercises together, showing more initiative with each step.
Meanwhile, a primary student who usually relied on times tables charts decided to attempt division questions without them and got most answers right, even asking for extra practice when finished.
