Princes Hill's tutors include a Master's-qualified mathematics lecturer with years of university and school teaching, an International Baccalaureate Dux and peer mentor, holiday camp leaders, seasoned swimming instructors, prefects and student leaders, high-achieving scholarship recipients, and multilingual educators—many with hands-on experience supporting and inspiring K–12 students in academic and creative pursuits.
very happy with the tutor I have for my daughters. Ezy-math obviously employ top notch tutors. I cannot fault the girl we have, she has a natural ability for teaching and does it in a way that my daughters readily understand. Well worth the money as my daughters marks in both Mathematics and Chemistry have vastly improved.Sara Ryan, Brunswick East
Year 5 student Mila focused on adding and subtracting decimals as well as solving fraction problems using number lines.
For Year 9, Liam worked through quadratic equations—factoring, graphing parabolas, and translating their positions.
Meanwhile, Year 10 student Ruby practised statistics by creating box plots and calculating mean and standard deviation from real data sets.
In Year 10 Maths, one student showed reluctance to write out answers for trend analysis in graph questions—"sometimes reluctant in describing the trends (which I'm sure he knows but too tired to write them down)"—leading to incomplete responses.
A Year 11 student struggled with submitting assessments on time, missing deadlines and sometimes not attempting all required tasks.
In a Year 4 session, a child forgot their textbook, which limited progress during tutoring.
Another senior student relied heavily on hints for advanced problems rather than trying multiple strategies first, often pausing whenever a new method was introduced.
One Princes Hill tutor noticed a Year 11 student who used to rush through questions is now carefully writing down every step when solving quadratics, leading to fewer errors and quicker solutions.
In a recent session with a Year 9 student, the tutor saw real improvement as she started tackling worded fraction problems independently—something she hesitated with before.
Meanwhile, a Year 5 learner who once waited for prompts has begun asking thoughtful questions about upcoming topics, showing new initiative in her learning. Last week, she asked to try material ahead of her class for the first time.
