Year 4 student Vai worked through an Essential Assessment from school, carefully reviewing why certain maths answers were incorrect.

In Year 9, Jesse tackled probability questions focusing on set notation and completed chapter exercises from 8A while also learning strategies for organising homework and notes effectively.

Meanwhile, Year 12 student Mia revised the rectangular hyperbola and truncus, breaking down graphing steps and discussing how to approach worded quadratic problems in detail.

In Year 7, a student was "still quite far behind in the questions," needing external motivation to catch up and build trust in their own answers.

A Year 10 learner repeatedly tried to solve equations mentally instead of writing out steps, which led to confusion and falling further behind—especially when tackling algebra.

For VCE (Year 12) Maths Methods, another student's over-reliance on formulas without grasping core concepts left them stuck during worded problems; as one tutor noted, "He instinctively looks for a formula rather than understanding what is happening." In these moments, confidence wavered and progress slowed.

One Baxter tutor recently noticed a big shift in a Year 10 student's independence—she started speaking her thought process out loud during algebra questions, which helped her solve them much faster than before when she'd stay quiet and get stuck.

In another session, a senior student who used to need frequent hints with calculus problems began connecting the right concepts to tricky worded questions on his own and required much less prompting.

Meanwhile, a younger student made a breakthrough by finally grasping how to share objects equally for division after struggling with the idea last term, even finishing all ten practice problems without help.