Alberton's tutors feature a PhD-qualified mathematics educator with 15 years' teaching experience, award-winning maths and science graduates, seasoned private tutors for Years 11â12, current university scholars in engineering, law, psychology and IT, peer mentors and youth leaders, plus school captains and academic high achievers passionate about guiding Kâ12 students.
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Standard The tutoring we have received for my daughter from Lidia has been amazing and we have seen so much improvement at home and school. Lidia is so wonderful with my child and patient and my child really relates to her and feels so comfortable. The communication from Ezymath is second to none, they send tips, student progress reports and are always in contact. It has been so worthwhile for all of usMichele, Alberton
Year 8 student Sienna revised trigonometric ratios and worked through practical applications of angles of elevation and depression using diagrams.
For Year 10, Liam focused on drawing exponential functionsâincluding their reflectionsâand practised solving problems involving negative indices.
Meanwhile, Year 11 student Emily consolidated her understanding of calculus by sketching first and second derivatives and clarifying questions on increasing and decreasing functions.
A Year 9 student admitted to not practising any work taught that week, leading to confusion in algebra tasksâ"she lost her questions and hadn't done the homework."
In Year 11, over-reliance on mental maths instead of writing out steps meant sign errors crept into circle geometry: "Too much mental maths; she needs to write out each step as she goes."
Meanwhile, a senior student working on bearings skipped drawing diagrams and struggled with angle relationships.
Missed homework and incomplete written practice led to gaps in confidence and persistent small errors during quizzes, despite clear understanding of concepts.
One Alberton tutor noticed a big shift in a Year 10 student who used to rush through geometry, often missing detailsâshe's now double-checking her answers and writing out each step more clearly, which helped her solve compound area problems without prompting.
Meanwhile, a Year 11 student who was anxious about using her graphic calculator for assessments began asking specific questions and practicing with it during sessions; she left the lesson feeling reassured and able to tackle textbook problems independently.
In Year 5, one student started voicing confusion aloud instead of staying silent, leading to quicker understanding during ratio activities.
