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WE LOVE EZYMATH! My daughter struggled with maths throughout primary school and when she went to secondary school the maths was overwhelming and she struggled, yet she really wanted to succeed. I did some research and found EZYMATH. It has been and is still a great success. I love the way Ezymath is run- It all just works. We love that the Tutor comes to your home, its great that there is no money exchange between the Tutor and parents, and parents receiving email invoices with a Tutor/student report is efficient, professional, easy and effective. We also enjoy arranging sessions directly with our Tutor and EZYMATH chose Tutors that are most suited to your child AND they usually live near to you. We have had 3 tutors over 51/2 years and the third one we still have now and she is AMAZING! My daughter has had great results in Maths EVERY YEAR and even received an academic award in year 10 for maths - which has gone way beyond what my daughter hoped for and beyond what we had ever hoped for her as parents. The confidence, guidance and assistance from our Ezymath tutors has led to my daughter actually choosing to do Further Maths in Year 12 this year! We never dreamed she would choose maths when she didn't have to do it. She has never failed a single test, assignment or exam. I have referred many friends and family members to EZYMATH and will continue to do so after we are done. I also give great feedback on Facebook when I see people ask if it works - I always share our story in the comments. I would be happy to promote EZYMATH as a testimonial and be an ambassador for your fantastic company. Thank you EZYMATH - we will miss you so much after this year when my daughter finishes school. Teresa and EmilyTeresa Lodge, Ferntree Gully
Year 5 student Daniel worked on times tables for speed and confidence, tackled adding and subtracting fractions, and explored 24-hour time as part of building foundational numeracy.
In Year 10, Isaac focused on the turning point form of parabolic graphs and basic trigonometry concepts, using sketches to clarify graph shapes.
Meanwhile, Year 11 student Alex revised linear regression lines and transformations in Further Maths, then practiced applying these techniques to past SAC exam questions.
A Year 11 student, despite a strong grasp of maths techniques, struggled to recall which method to use under exam conditions—"she knows how to use the methods but freezes when tested on all at once," noted her tutor.
In Year 8 English, incomplete planning led to rushed essays with weak structure; one student "needs to plan faster and elaborate on literary tools."
Meanwhile, a Year 5 learner avoided harder maths problems, focusing only on familiar tasks instead of attempting challenging questions during revision. This resulted in missed opportunities for growth and lingering uncertainty before assessments.
One Upper Ferntree Gully tutor noticed a Year 9 student who, after weeks of second-guessing himself on times tables, now recalls them quickly and even volunteers answers before being prompted.
In a recent high school English session, Isaac has shifted from needing reminders about essay structure to planning his narratives independently and making thoughtful revisions—a big step from last term's reluctance to edit his work.
Meanwhile, a Year 11 student who used to skip the trickier indices problems now tackles unfamiliar questions head-on and solved several without needing hints for the first time.