Year 3 student Alex explored multiple strategies for addition to reach a target number, using hands-on examples to reinforce flexible thinking.

For Year 10, Sarah focused on data analysis and sampling techniques by interpreting real-world datasets and discussing population versus sample distinctions.

Meanwhile, Year 12 student James tackled specialist mathematics topics including implicit and explicit differentiation, as well as integration methods for complex functions.

In Year 3, one student often forgot to write titles and labels in maths work, making it difficult to revisit problems later—"remembering to write titles and labels" was flagged as a focus.

In Year 7, another student did not always speak up about struggles in class; this meant misunderstandings sometimes lingered until the tutor noticed them directly.

At the senior level (Year 12), "he can get stuck to finish the answer"—in complex numbers—showed how incomplete working left gaps in solutions that weren't always caught during revision.

When feedback is only partially taken up, errors repeat quietly from lesson to lesson.

A tutor in Clonbinane noticed a Year 9 student who used to hesitate when faced with new maths concepts now confidently explains her reasoning as she works through tricky graphing questions.

During a recent high school session, one Year 11 student, who had previously needed constant guidance, independently completed several challenging year 12 exam-style physics problems involving torque and kinematics.

Another secondary student has shifted from passively listening to actively asking for clarification during calculus sessions; last week he solved a tough exam question correctly without prompting.