Tutors in White Rock include a former Assistant Professor with an M.Phil. in Mathematics, school teachers holding master's degrees in education, OP1 and ATAR 91+ academic standouts, seasoned private tutors and Kumon assistants, a Maths Olympiad prizewinner, accomplished science undergraduates, and creative mentors recognised for student leadership, music awards, and peer coaching experience.
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Standard Alessy has been awesome in assessing the level of support required to assist my son. She is vibrant, encouraging and always prepared for the lesson plan.Tisa
Year 11 student Issy worked on differentiating between arithmetic and geometric sequences, including how to identify and apply them in exam settings.
For Year 12, Emily focused on simple and compound interest calculations as well as exploring reducing balance loans using practical examples.
Meanwhile, Year 12 student Olivia revised perpetuities and annuities before tackling key graph theory concepts such as Euler's formula, adjacency matrices, and applications of Eulerian graphs.
A Year 11 student working on reducing balance loans sometimes missed key variables in multi-step questions, as a tutor noted, "she needs to keep track of the relevant information so she's inputting the correct variables."
In senior maths, definitions and graph concepts like Eulerian trails were not always clearly written out—leading to confusion during revision.
Meanwhile, a Year 8 student often tried to solve trigonometry problems mentally rather than showing steps: "Beth could improve by writing out each step to avoid mistakes and write more clearly." This meant errors went unnoticed until review time, causing frustration when marks were lost for small slips.
One White Rock tutor noticed a big shift for Isabelle in Year 12 Maths: she used to hesitate when picking out the key info in complex annuity and loan problems, but now tackles these independently and models solutions with far less prompting.
Another recent session saw Beth in Year 11 slow down during tricky differentiation questions—where she once rushed and made small mistakes, she's now working step by step and catching errors herself.
In Year 4, a student who often waited for help with worded percentage problems interpreted the questions correctly this week and finished most sums without assistance.
