Coodanup's tutors include a career educator with K–12 and TAFE maths teaching experience across continents, a former school principal and international education leader (M.Ed), an ATAR 97.5 scorer with Army Cadets teaching roles, high-achieving university students in STEM, experienced peer mentors, and caring early childhood specialists dedicated to helping kids thrive.
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Standard Milas first lesson with Francesca was amazing. She was perfect for our daughter and Mila is excited for the next one. Francesca was everything and more and is a major asset to your company. Very happy client's.Shelley
Year 7 student Emily worked through fractions and ratios using visual models, then moved on to converting between decimals, fractions, and percentages.
In Year 10, Ethan focused on solving algebraic equations and practiced expanding brackets to reinforce his understanding of algebraic techniques.
Meanwhile, Year 11 student Sarah completed targeted exam revision sessions covering both trigonometry—including the application of Pythagoras' theorem—and key concepts from financial mathematics such as simple and compound interest.
In Year 10, a student sometimes skipped reading questions fully in OLNA practice, which led to errors—one tutor noted, "He lost marks simply by missing what the question was really asking."
In Year 8 assignments, confusion about instructions meant extra time was spent figuring out next steps instead of starting the work.
For a senior student tackling algebraic proofs, skipping working and relying on mental calculation resulted in repeated sign errors.
When word problems appeared in Year 7 maths, extracting relevant information proved challenging, making problem-solving slower and less confident during lessons.
One Coodanup tutoring session saw a Year 10 student who'd always hesitated to speak up now actively asking for help when stuck, then working through new approaches until he could clearly explain his thinking—something he avoided before.
In a senior maths lesson, after previously struggling with expanding brackets, another student not only tackled the structure independently but started bringing old test papers to sessions so she could target her own weak spots.
Meanwhile, a Year 4 learner who often guessed answers began showing her work step by step and proudly finished all assigned problems without needing reminders.
