Year 8 student Ben focused on solving linear equations and practiced graphing them onto the Cartesian plane.

In Year 9, Sarah worked through surface area and volume problems using real-world examples and revisited the formulas for both shapes.

Meanwhile, Year 10 student James studied experimental probability, analyzing Venn diagrams and two-way tables to interpret outcomes from given data sets.

A Year 7 student often relied on mental calculations for algebra, saying "I can do this in my head," but missed key steps, which led to hidden errors in solving quadratics.

For a Year 10 student, working out was sometimes messy and backchecking skipped—especially when tackling hyperbolae or boxplots—which made it hard to spot and fix mistakes.

In primary years, one child completed homework incorrectly at home yet solved problems easily with guidance; forgetting steps and mixing up addition and subtraction created confusion.

Each scenario left time spent re-learning basics rather than building new skills or confidence.

One Pearce tutor noted a Year 8 student who had previously struggled to participate in discussions about algebra is now confidently talking aloud while working through boxplots and scatter plots, even explaining intercepts in hyperbolae without prompting.

A Year 10 student showed a real shift in attitude: after needing frequent reminders, he started asking insightful questions during trigonometry lessons on Pythagoras' theorem and SOHCAHTOA, which helped deepen his understanding.

Meanwhile, a Year 4 student who was once hesitant with mental addition began using drawings to solve problems independently and now finishes all assigned sums without second-guessing her answers.