Tutors in Robertson include experienced school teachers with postgraduate education degrees, an ATAR 99.45 Dux and multiple subject prizewinner, a published PhD scholar and university demonstrator, accomplished Maths Olympiad and science competition participants, seasoned K–12 maths and English specialists, and educators with five-plus years' tutoring experience—many holding advanced STEM or teaching qualifications from Griffith, UQ, and overseas universities.
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Theodora is a very calm person and can sensibly discuss maths concepts with my son in a way that he can easily understand (much better than I can!!). My son thinks Theodora is really nice and looks forward to her visits.Lynette, Upper Mount Gravatt
Year 8 student Alice worked through basic geometrical and angle properties alongside **division skills**, using diagrams to clarify parallel lines and transversals.
In Year 10, Jayden focused on solving **quadratic equations** both algebraically and with the quadratic formula, as well as tackling worded optimization problems for his assignment.
Meanwhile, Year 10 student Emily reviewed how to expand quadratics from factors and practiced identifying **turning points and axes of symmetry** on parabolic graphs during targeted revision.
In Year 11, one student relied on notes during quizzes rather than recalling methods independently—"expect to do the quiz without looking back at the notes"—making it difficult to assess true understanding under test conditions.
For a Year 9 student, homework was often incomplete before lessons, slowing progress and limiting time for new content.
A Year 8 student's written work lacked clear layout; as observed: "I would like to see some organising in book work, like a set book for tutoring."
In primary years, another child struggled to convert units due to missing foundational practice with metric conversions, leading to confusion when tackling measurement problems.
A tutor in Robertson noticed a Year 11 student who used to second-guess herself with ratios is now breaking down questions independently and tackling percent problems without hesitation.
Another high schooler, previously hesitant to ask for help, came prepared with thoughtful assignment questions and managed to recall the right formulas when working through advanced algebra—something she struggled with last term.
Meanwhile, a younger student who often rushed through division has started setting out her work carefully; this shift has made her noticeably more confident as she solved long division problems on her own this week.
