Year 8 student Anna focused on solving linear simultaneous equations using the substitution method, carefully stepping through each process.

In Year 10, James worked on trigonometry topics including SOH CAH TOA and applying both sine and cosine rules to real triangle problems.

Meanwhile, Year 11 student Sarah reviewed a recent test by simplifying and rationalising surds as well as practicing elementary set theory and simplifying linear expressions with non-numerical coefficients.

In Year 11 Maths, a student often misunderstood when specific rules—like the cosine rule—could be applied, leading to confusion in problem-solving.

As one tutor observed, "he skipped showing steps in algebra, which hid sign errors," making it difficult to pinpoint where reasoning broke down.

Meanwhile, a Year 3 learner struggled to express her ideas clearly in writing; she preferred talking through thoughts but avoided written responses during reading comprehension tasks.

In both cases, gaps in showing working or communicating thinking made it harder for teachers and tutors to support progress or diagnose misunderstandings as they arose.

One Mount Rowan tutor noticed a Year 10 student who used to rely heavily on hints now confidently tackling exponent law questions presented in unfamiliar ways, only needing a quick nudge to finish the last challenge problem.

In another session, a Year 11 student who'd previously hesitated to ask for help began openly requesting clarification when stuck with polynomials and could then divide them and find remainders independently.

Meanwhile, a younger primary student made real headway matching equivalent fractions—moving from frequent mistakes with arrays to correctly grouping and counting dots without reminders by the end of the lesson.