Year 8 student Jack worked on simplifying algebraic expressions using index rules and practiced expanding expressions via the distributive law, while also building confidence with algebra terminology.

For Year 11, Mia focused on advanced differentiation techniques to locate stationary points and inflexions in functions, alongside revision of past HSC-style questions for graphing with calculus.

Meanwhile, Year 12 student Sarah tackled integration problems involving area under curves and revisited annuities within financial mathematics through targeted exam practice.

A Year 11 student repeatedly hesitated to attempt new-style calculus and integration problems unless the method had already been rehearsed, with a tutor noting, "she tends to freeze when questions aren't phrased in a familiar way."

In Year 8 algebra, one student left homework incomplete multiple weeks in a row, especially on worded problems—making it harder to build confidence.

A Year 7 learner attempted multi-step percentage calculations entirely in his head rather than writing them out, which led to missed steps and confusion over which operation came next.

When worded questions appeared on tests, these process gaps meant extra time was spent decoding instructions instead of solving the maths itself.

A Doyalson tutor recently noticed a Year 9 student who used to freeze on worded algebra problems now tackles them more confidently, even expanding expressions faster than before and trying harder questions independently.

In a senior session, one Year 12 student who'd struggled with integration was able to break down difficult functions step by step and explain her reasoning back to the tutor without prompting.

Meanwhile, a younger primary learner showed new persistence with fractional multiplication, sticking with multi-step problems that he'd previously abandoned midway—this time completing all calculations neatly in his workbook.