Tutors in Hurlstone Park include a PhD scholar and university lecturer, a CodeCamp teaching assistant with hands-on K–12 experience, award-winning high school duxes and prefects, swim and netball coaches adept at mentoring children, maths top-percentile scorers, seasoned camp leaders, and qualified trainers—each bringing real-world expertise and proven dedication to student learning.
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Proven My son has recently started maths tutoring. His tutor is great and has helped my son to improve quickly. We're currently doing the tutoring online during the pandemic which is working really well. Highly recommended.Julie, Hurlstone Park
Year 6 student Ivy focused on revising operations with positive and negative numbers and addition of fractions with different denominators, including converting improper fractions to mixed numerals.
In Year 8, Lewis tackled trigonometric ratios for finding unknown side lengths in right-angled triangles and worked through index laws using examples from a recent test.
For Year 9, sessions included expanding and factorising algebraic expressions using the distributive law and working through financial mathematics topics such as simple interest and depreciation.
A Year 8 student, when working on trigonometry, often avoided writing out steps for rearranging equations—"he tries to solve it in his head and skips lines," a tutor observed. This made small errors hard to find, especially with negative numbers.
Meanwhile, a Year 5 learner struggled with times tables and would hesitate before attempting more complex fraction problems; forgotten multiplication facts slowed her progress on simplifying fractions.
In Year 10 financial maths, one student left questions incomplete because they were unsure whether to calculate interest or total amounts—this uncertainty led to confusion during timed tests.
A Hurlstone Park tutor recently noticed Lewis, a high school student, catching and correcting his own errors while working through complex algebraic expressions—a big shift from earlier sessions where he'd wait for hints.
Another highlight came when Ruby, also in high school, confidently explained how different transformations affect the sketching of parabolas and interpreted Venn diagrams with minimal guidance after previously needing step-by-step support.
For a younger student, Ivy's willingness to ask clarifying questions during her lesson stood out; she used to quietly move on if she was unsure but now actively seeks understanding before continuing.
