Tutors in Marryatville include a university medallist and former school dux, a mathematics teacher with Dean's List honours and postgraduate education, an aerospace engineer passionate about STEM outreach, experienced K–12 educators with over a decade of classroom expertise, accomplished music and coding coaches, peer mentors, and subject award-winners across maths, science, English and the arts.
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Connor has been reliable and knowledgeable. One of his greatest strengths in his ability to explain mathematical concepts and listens effectively. Would definitely recommend.Lukas Mayer, Adelaide
Year 10 student Ethan worked on graphing lines from equations in both gradient-intercept and general form, and practiced problems involving simultaneous equations.
Year 11 student Priya explored non-right angled triangle trigonometry by applying the Cosine Rule to solve for unknown sides and angles, then tackled problem-solving questions using these methods.
Meanwhile, Year 12 student Daniel focused on differential calculus, specifically mastering the chain rule for derivatives of composite functions through targeted exercises.
Several high school students displayed a reluctance to show full working in complex algebra, particularly when sketching graphs or using the quadratic formula.
In Year 11, for instance, he skipped writing out steps when finding discriminants, which made it difficult to pinpoint calculation slips during feedback.
A Year 12 student tackling advanced derivatives sometimes leaned heavily on memorized rules rather than breaking down problems step-by-step, resulting in confusion with composite functions.
At a Year 8 level, one student's written work on volume conversions was disorganized—lines crossed and calculations squeezed into margins—making revision harder and leading to missed marks on unit changes.
A Marryatville tutoring session recently saw a Year 10 student who used to skip steps when solving quadratic equations now pausing to check his work with extra verification methods, showing new care and independence.
In Year 11, one student who previously relied heavily on hints for matrix multiplication was able to complete all the assignment questions after just a few prompts, having clearly internalised the process.
Meanwhile, a younger student who had been hesitant about applying measurement concepts in real-life problems volunteered examples from her own day-to-day experiences and worked through perimeter tasks without waiting for guidance.
It takes a lot to do well in biology. Moving up the curriculum can be a challenge and if students don't jump in with both feet it's easy to fall behind.
