Frequently Asked Questions for Grade 8 & 9 Parents
Does my child really need a Maths tutor if they already go to school?
This is probably the most important question parents ask.
School is essential. Tutoring is not a replacement for school.
A classroom teacher has the responsibility of teaching the curriculum to a group of learners. A tutor provides an additional opportunity for individualised attention, targeted practice and remediation.
Every learner does not arrive in class with exactly the same level of understanding.
Some learners understand a concept immediately.
Others need more explanation.
Some may have gaps from previous grades that make the current work difficult.
A tutor can focus specifically on what your child has not yet mastered.
1. WHY IS GOING TO SCHOOL SOMETIMES NOT ENOUGH?
School provides the foundation for your child’s education, but classroom learning has natural limitations.
A teacher may have many learners in one class, a curriculum to complete, assessments to administer and a limited amount of teaching time.
It is therefore difficult to give every learner the same amount of individual attention.
Your child may understand 70% of a topic while another learner understands 90%.
The class nevertheless has to move forward.
The learner who hasn’t understood the remaining 30% can then encounter the next topic — which may depend on that missing knowledge.
Over time, a small gap can become a significant gap.
This is why extra support can be valuable.
2. WHY DOES THE MATHS GAP EXIST?
A learning gap doesn’t necessarily mean that a learner is lazy, unintelligent or not trying.
There can be many reasons.
A learner may have:
- Missed important concepts in an earlier grade
- Struggled with fractions, decimals or percentages
- Never fully understood basic algebra
- Difficulty interpreting mathematical language
- Difficulty applying formulas
- Lost confidence after repeated mistakes
- Had disruptions to learning
- Difficulty keeping up with the pace of the class
- Memorised procedures without understanding the underlying concept
- Limited opportunities for individual practice
The DBE has itself identified the Senior Phase as an area requiring targeted support, including Grades 8 and 9 Mathematics.
So the existence of learning gaps is not simply a matter of a child “not trying hard enough.”
3. DOES MY CHILD HAVE TO BE FAILING BEFORE THEY NEED A TUTOR?
No.
This is an important misconception.
Tutoring can be useful for a learner who is getting:
- 30%
- 40%
- 50%
- 60%
- 70%
- or even higher
The purpose of tutoring doesn’t always have to be rescue.
It can also be:
REMEDIATION → IMPROVEMENT → MASTERY → CONFIDENCE → EXCELLENCE
A learner performing at 65% may need help reaching 75%.
A learner at 40% may first need help rebuilding their foundations.
The right support depends on the learner.
4. WHY CAN A CHILD UNDERSTAND THE WORK IN CLASS BUT STILL FAIL THE TEST?
This is surprisingly common.
A learner may understand an example when the teacher works through it step-by-step.
But a test requires the learner to independently decide:
What is the question asking?
Which method should I use?
What information is important?
Which formula applies?
How do I check my answer?
This is the difference between following a procedure and being able to apply knowledge independently.
Tutoring can provide additional practice with unfamiliar questions and problem-solving.
5. WHY DOES MY CHILD SAY, “I KNOW IT,” BUT THEN GET IT WRONG?
Sometimes the learner knows part of the process but has a misunderstanding somewhere in the chain.
For example:
They may know how to solve an equation but make an error with negative numbers.
They may know a formula but substitute the wrong value.
They may understand percentages but struggle to interpret a word problem.
They may understand the example but not recognise that a new question requires the same concept.
The tutor’s job is to identify where the breakdown occurs.
6. IS MY CHILD JUST LAZY?
Not necessarily.
Repeated failure can actually make a learner avoid a subject.
A child who repeatedly experiences:
“I don’t understand.”
can eventually develop:
“I’m bad at Maths.”
which can become:
“There is no point trying.”
That is why it is important to distinguish between a lack of effort and a lack of understanding.
Sometimes a learner needs the right explanation before increased effort can produce better results.
7. WHY ARE GRADE 8 AND 9 SO IMPORTANT?
Grade 8 and 9 are part of the Senior Phase and are an important bridge toward the FET phase.
Mathematics becomes progressively more demanding.
Learners are expected to develop stronger skills in areas such as:
- Algebra
- Equations
- Geometry
- Measurement
- Data handling
- Graphs
- Patterns
- Probability
- Problem-solving
The DBE continues to identify foundational Mathematics knowledge and Senior Phase performance as areas requiring focused intervention.
Fixing gaps early can be easier than trying to repair them later.
8. IS THERE REALLY A MATHS PROBLEM IN SOUTH AFRICA?
The national data shows that Mathematics performance remains a significant challenge.
In the 2023 TIMSS assessment, South African Grade 9 learners achieved an average Mathematics score of 397.
Approximately 45% were at the Low benchmark, while only 4% reached the High benchmark.
Importantly, the data also shows improvement compared with 2019.
So this is not a message that schools or teachers are failing.
It is evidence that many learners need additional support to strengthen Mathematics foundations and develop deeper understanding.
9. DOES TUTORING MEAN THE SCHOOL TEACHER IS NOT DOING THEIR JOB?
Absolutely not.
Maths Kumite is designed to support the work being done at school, not undermine it.
Think of it as another layer of support.
SCHOOL
Teaches the curriculum.
HOME
Provides encouragement and study time.
MATHS KUMITE
Provides additional individualised explanation, practice, feedback and support.
The three can work together.
10. WHAT EXACTLY DOES A TUTOR DO THAT SCHOOL MAY NOT HAVE TIME TO DO?
A tutor can spend additional time asking:
Where exactly did the learner become confused?
Then the tutor can:
- Identify the gap
- Revisit the foundation
- Explain the concept differently
- Work through examples
- Allow the learner to practise
- Identify mistakes
- Correct the misunderstanding
- Practise again
- Gradually move toward independent problem-solving
That personalised cycle is the gap Maths Kumite aims to fill.
11. WILL MATHS KUMITE JUST HELP MY CHILD WITH HOMEWORK?
Homework support can be part of tutoring, but it should not be the entire purpose.
The bigger objective is:
UNDERSTANDING
rather than simply:
FINISHING HOMEWORK
A tutor should help the learner understand why the answer works, not simply provide the answer.
12. WHAT IF MY CHILD HAS MISSED WORK FROM PREVIOUS YEARS?
This is exactly why identifying the foundation gap is important.
For example:
A Grade 9 learner struggling with algebra may actually have a problem with basic number operations.
A learner struggling with percentages may have difficulty with fractions and decimals.
A learner struggling with geometry may not understand basic angle relationships.
Instead of endlessly practising the Grade 9 question, we can identify the earlier concept that needs strengthening.
GO BACK → FIX THE GAP → MOVE FORWARD
13. CAN TUTORING IMPROVE MY CHILD’S MARKS?
Tutoring can provide additional instruction, practice and feedback that may help a learner improve.
However, no ethical tutor should guarantee a particular mark.
Improvement depends on many factors, including:
- Attendance
- Effort
- Practice
- Existing knowledge
- Learning gaps
- Understanding
- Study habits
- Assessment conditions
- Consistency
Maths Kumite’s promise should therefore be:
We will help your child understand, practise and improve — one step at a time.
14. WILL MY CHILD BECOME DEPENDENT ON A TUTOR?
The goal should be the opposite.
Good tutoring should gradually move a learner toward independence.
We want the learner to progress from:
“Show me how.”
to:
“Let me try.”
to:
“I think I know which method to use.”
to:
“I can solve this myself.”
The ultimate goal is not dependency.
It is confidence and independence.
15. HOW DO I KNOW IF MY CHILD NEEDS EXTRA MATHS SUPPORT?
Look for warning signs.
Your child may benefit from additional support if they regularly say:
“I don’t understand.”
“I hate Maths.”
“I don’t know where to start.”
“I studied but still failed.”
“The teacher goes too fast.”
“I understand it when someone shows me, but I can’t do it myself.”
Other signs include:
- Falling marks
- Avoiding homework
- Fear of tests
- Repeated careless errors
- Difficulty explaining how they reached an answer
- Struggling with concepts from previous grades
- Low confidence
- Giving up quickly
One sign alone doesn’t necessarily mean tutoring is needed.
But a consistent pattern is worth investigating.
16. HOW OFTEN SHOULD MY CHILD HAVE EXTRA LESSONS?
There is no single answer for every learner.
It depends on:
- Current performance
- Learning gaps
- School workload
- Upcoming tests
- Examination preparation
- Confidence
- How quickly the learner progresses
The important thing is consistency.
One lesson before an examination is unlikely to fix a gap that developed over several months.
Regular support gives the learner time to:
Learn → Practise → Make mistakes → Correct → Improve
17. IS ONLINE TUTORING EFFECTIVE?
Online tutoring can be effective when it is structured properly.
The learner can receive:
- Live explanations
- Worked examples
- Guided problem-solving
- Question-and-answer interaction
- Practice activities
- Feedback
- Test preparation
It also gives families the convenience of learning from home.
The important factor is not simply whether tutoring happens online.
It is the quality of the teaching and the learner’s engagement with the process.
18. WHAT MAKES MATHS KUMITE DIFFERENT?
Maths Kumite focuses on more than simply giving learners additional worksheets.
The objective is to identify:
WHAT DOES THE LEARNER NOT UNDERSTAND?
Then work on that specific area.
We focus on:
FOUNDATIONS
UNDERSTANDING
PRACTICE
PROBLEM-SOLVING
CONFIDENCE
TEST & EXAM PREPARATION
19. WHAT IF MY CHILD IS EMBARRASSED ABOUT NEEDING A TUTOR?
Needing additional support does not mean your child is unintelligent.
Athletes have coaches.
Musicians have teachers.
Professionals have mentors.
Learners can have tutors.
The purpose isn’t to tell a learner:
“You’re not good enough.”
It is to say:
“Let’s find what is getting in your way and work through it.”
20. WHEN SHOULD WE START?
Don’t wait until the final examination.
If your child is already struggling, early intervention can give them more time to strengthen their foundations.
The earlier a learning gap is identified, the sooner you can decide what support is appropriate.
21. WHAT DOES MATHS KUMITE ACTUALLY AIM TO ACHIEVE?
Our goal is simple:
UNDERSTAND MATHS.
Then:
BUILD CONFIDENCE.
Then:
IMPROVE PERFORMANCE.
We want learners to move from:
“I can’t do Maths.”
to:
“I don’t understand this yet.”
and eventually:
“I understand it. I can do it.”
THE MATHS KUMITE DIFFERENCE
Your child’s school gives them the opportunity to learn.
Maths Kumite gives them another opportunity to stop, ask questions, revisit difficult concepts, practise and receive focused support.
We don’t believe that every struggling learner needs more pressure.
Sometimes they need:
A different explanation.
More practice.
A stronger foundation.
Someone to identify the gap.
And someone to help them believe they can improve.
READY TO FIND OUT WHERE YOUR CHILD IS STRUGGLING?
Don’t wait for another disappointing report.
Let’s identify the problem and start working on it.
MATHS KUMITE
Grade 8 & 9 Mathematics Extra Lessons
Personalised Online Support | Foundation Building | Problem-Solving | Test & Exam Preparation
Book a lesson
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WhatsApp: 068 596 7931
One concept understood.
One problem solved.
One mistake corrected.
One confidence boost at a time.
Maths Kumite — Helping learners understand Mathematics, not simply memorise it.
Stephan du Plooy – Father, teacher, tutor and student – even I learn new things every day!!!!