Bolinda's tutors feature an ex-school maths teacher with over a decade's experience, multiple Mac.Robertson Girls' High graduates with ATARs above 95 and awards in national Maths and Science competitions, university-level science mentors, peer tutors, youth leaders, and accomplished musiciansâoffering expertise from VCE specialist maths to creative writing and STEM enrichment.
Agi is the perfect fit for Teayanah's learning style. She is patient and caring, which has enabled Teayanah to quickly feel at ease and comfortable. We are so happy with the progress she's made thus far, after just a few sessions!Karen
Year 11 student Oliver worked through derivatives from first principles and practiced applying the derivative formula to a range of functions.
Year 10 student Ava focused on solving simultaneous linear and quadratic equations, along with exploring families of quadratic polynomial functions using graph sketches.
Meanwhile, Year 7 student Max reviewed length calculations and deepened understanding of Pythagoras' Theorem by working through geometry-based application questions.
In Year 11 Maths Methods, one student's written answers for first principles derivatives were hard to follow; structuring steps clearly was an issue, noted the tutor.
Another Year 10 struggled to set out application problemsâworking was present but scattered, which led to confusion during multi-step conversions and worded questions.
A senior student relied heavily on the CAS calculator for tangents and optimisation, sometimes at the expense of practicing by hand.
In Year 8 algebra, skipping consistent review of basic rearranging meant time was lost searching for errors rather than progressing with new content or harder quadratic examples.
A Bolinda tutor noticed a big shift with a Year 11 student who used to freeze at questions about stationary pointsâthis week, she independently worked through tangent and normal lines, confidently explaining why dy/dx = 0 signals a turning point.
Meanwhile, a Year 9 boy who'd often guessed during group work began asking for clarification whenever he felt stuck on simultaneous equations, showing real initiative compared to his usual hesitation.
In primary sessions, one younger student who previously struggled with long division managed to solve three-digit problems without any remainder for the first time.
