Tutors in Parafield include a government school maths teacher with over a decade's experience, multiple Kumon and private tutors for Years 1–12, two teachers with master's degrees in education or mathematics, an ATAR 98.65 graduate and school Dux, an advanced maths subject expert from Chegg, plus accomplished peer mentors and STEM competition participants.
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Proven Thank you so much for sending us Leonardo! He was brilliant! Luke absolutely LOVED HIM! I can’t wipe the smile off his face, and this is the text he sent me soon after..Matilda, Parafield Gardens
Year 6 student Daniel worked through geometry by classifying triangles and solving complementary and supplementary angle problems using diagrams.
For Year 7, Alicia focused on BEDMAS order of operations and practiced applying the Law of Indices to related questions.
Meanwhile, Year 8 student Arjun tackled ratio word problems and explored percentage increase and decrease in real-life contexts.
A Year 8 student tackling algebra often skipped writing out steps, which, as noted, "hid sign errors and made it hard to spot where things went wrong."
In Year 11 trigonometry, forgetting formulas during problem-solving led to hesitation and slowed progress.
One Year 4 learner avoided saying multiplication tables aloud when practicing, resulting in weaker recall later on.
A Year 9 student faced difficulty with worded problems by not reading questions carefully—this left them unsure which operation to apply.
During revision for a Year 10 maths test, working only familiar exercises meant gaps in newer content remained unaddressed.
One Parafield tutor recently noticed a Year 8 student, who used to struggle with homework and rarely finished it on time, completed all assigned fraction addition tasks correctly this week—his first time getting every question right.
A Year 10 student surprised herself by scoring 100% on a test covering last week's content, after previously missing several questions in similar topics.
Meanwhile, during primary sessions, one younger learner has started using mental maths for addition instead of counting fingers—a big step up from her earlier hesitation to try without support.
