Year 9 student Zoe worked on algebra fundamentals and practiced solving two-step equations, focusing on clear step-by-step methods.

For Year 10, Michael tackled graphing linear equations and revised trigonometry concepts, using diagrams to understand sine and cosine rules.

Meanwhile, Year 11 student Lily explored financial mathematics by working through compound interest problems and reviewed declining balance depreciation calculations.

In Year 8, one student's tendency to rely heavily on memorised rules when tackling linear equations ("should try to work towards solving certain problems without rule dependency") led to confusion when questions changed context. This made unfamiliar problems feel overwhelming, especially in real-world scenarios where the process wasn't clear from the start.

For a Year 12 student working through trigonometric graphs, skipping handwritten graphing steps and not labelling key points meant that "she couldn't spot where her logic broke down."

In both cases, incomplete written work and avoidance of step-by-step solutions left errors hidden until test time, increasing stress and uncertainty.

One Bellawongarah tutor noticed Andrea, a high school student, recognising her own mistakes after an exam and then independently correcting her approach to function questions—a big step up from earlier sessions where she struggled to spot errors.

In another session, Laaibah in Year 11 moved from hesitating on network diagram problems to answering critical path and minimum spanning tree questions without help, showing real initiative by explaining her reasoning out loud.

A younger student recently started showing all working steps for ratio problems rather than skipping straight to answers, something they'd avoided before.