Year 8 student Alyssa focused on solving worded questions involving perimeter and area, and also practised simplifying and comparing fractions as part of her Maths Pathways modules.

Elysia, studying at TAFE level (Years 10–11), strengthened her skills in long division and BODMAS using step-by-step worked examples, then applied these to converting fractions to decimals.

Meanwhile, Year 4 student Jai used Lego arrays to practise skip counting and began working with fractions through real-life scenarios like cooking measurements.

In Year 11 TAFE Maths, Elysia often struggled to retain new processes after long gaps between lessons; for example, "with a month's gap, she had forgotten parts of converting fractions to decimals and needed a full hour to review."

In contrast, Alyssa (Year 9) made strong gains in accuracy by showing all working out and backchecking, but sometimes omitted written steps when working quickly through worded questions.

With Year 5 student Treasure, hesitation and fear of mistakes led her to guess or give up quickly on Prodigy tasks rather than checking answers methodically.

A tutor in Kingsford reported some real progress across several students lately. One high school student who used to feel unsure about division now talks herself through each step aloud, using a colour-highlighting strategy she created; this shift from silent guessing has made her far more accurate on TAFE assignments.

Another high schooler, after struggling with ordering and converting mixed fractions, began carefully writing out every step and double-checking her answers—she's now catching mistakes herself instead of relying on hints.

Meanwhile, a Year 3 student who was hesitant to ask questions now confidently requests clarification during lessons and even chose extra homework for the week.