Jupiter Creek's tutors include a university lecturer with a PhD in education and decades teaching mathematics, an Adelaide High School teacher and curriculum writer, accomplished recent graduates with ATARs up to 98.85 and subject prizes, experienced K–12 mentors and coaches, STEM Olympiad medalists, and specialist instructors in music, sports, early childhood and literacy.
After using a tutor online we opted to try Ezymathtutoring and Damien has been great. Our son has expressed how he finds it easier to have someone present rather than online and damien is easy to talk to.scott
Year 5 student Sophie focused on converting between mixed numbers and improper fractions, as well as simplifying fractions using hands-on examples.
Year 8 student Annabelle worked through her school worksheet on probability, then created and interpreted graphs from tables of data.
Meanwhile, in Year 10, Jay tackled algebraic methods such as substitution and elimination for solving simultaneous equations, and started applying Pythagoras' theorem to right-angled triangle problems.
A Year 9 student, when tackling algebra, tended to rush and skipped clearly showing working—he needs to trust the process and show working clearer, a tutor noted—which led to confusion tracking sign errors.
In Year 7 maths, one learner's messy layout and lack of precision with number lines meant that time was spent rechecking answers instead of progressing.
For primary levels, fatigue or overwhelm (especially after busy days) often resulted in incomplete homework or reluctance to attempt worded problems; "she gave up straight away when there was lots of information." This avoidance meant less exposure to critical problem-solving strategies.
During a Jupiter Creek tutoring session, Jay, a high school student, began to identify his own mistakes during division problems and showed real resilience by correcting them without frustration. This marks a significant shift from earlier lessons where he would get stuck or need prompting.
Another local tutor noticed Annabelle, also in high school, taking more initiative when tackling multi-step problem-solving questions. She now starts working through each step on her own before asking for help, instead of waiting for hints.
In primary years, Sophie's progress stood out as she read tricky worded maths questions and independently decided which operations to use—something she used to hesitate over.
