Tutors in Samford Village include a qualified middle school maths teacher with international experience, a Maths Olympiad and Australian Maths Competition awardee, youth mentors and assistant coaches for K–12, peer leaders from top selective schools, Dux and academic award winners, experienced childcare educators, psychology students, and passionate STEM university scholars.
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Brandon has shown he is very astute in assessing the areas where Angel needs help in his approach to his work and is helping him with those as well as improving his mathsTherese
Year 5 student Sophie worked on adding and subtracting decimals as well as comparing fractions and decimals to determine which values were greater or less.
In Year 8, Jacob focused on Pythagoras' Theorem and trigonometry by tackling practice problems involving right-angled triangles.
Meanwhile, Year 9 student Mia revised solving linear equations and then expanded brackets with algebraic expressions for extra practice.
In Year 4, a student hesitated to attempt subtraction and fraction tasks independently, often seeking reassurance instead of checking her own answers. As one tutor observed, "she understands the method but isn't sure if she's right or wrong yet," leading to slow progress on test preparation.
Meanwhile, a Year 10 student tackling algebra struggled with rearranging equations and consistently forgot to show working for multi-step percentage problems; this made it difficult to identify calculation errors and resulted in incomplete homework corrections.
Both scenarios meant time was spent rebuilding confidence or reworking the same problems rather than moving forward with new material.
One Samford Village tutor noticed a big shift with a Year 8 student who used to get stuck on times tables—she cut her recall time from six minutes down to just two, now working through problems much faster and asking for extra practice without prompting.
In Year 10 maths, another student who previously hesitated with equations is now independently rearranging formulas and drawing diagrams from worded questions, instead of waiting for step-by-step help.
Meanwhile, in Year 5, a younger learner who would guess at fraction problems has started double-checking her answers and explaining her reasoning out loud before moving on.
