Year 8 student Alice reviewed areas of irregular and composite shapes, using diagrams to break down complex figures, and practised basic trigonometry for finding unknown side lengths.

In Year 10, Marcus focused on graphing quadratic and exponential functions as part of revision on non-linear relationships, along with applying financial maths concepts such as simple interest problems.

For Year 12, Priya worked through HSC exam-style questions covering networks—including shortest path and network flow algorithms—and tackled past paper problems on annuities, tax payable, and least squares regression lines.

A Year 8 student was observed to rely heavily on formula memorization in geometry, which limited understanding when tackling questions about surface area—"he remembered the equation but couldn't picture how it fit the shape."

In Year 11 Mathematics, messy and unstructured working out during finance problems made multi-step solutions hard to check; a tutor noted, "the calculation lines were jumbled, making errors easy to miss."

Meanwhile, a Year 12 student frequently postponed homework on critical path analysis in networks, meaning key concepts weren't reinforced between lessons. In these moments, confusion built up and confidence slipped as tests approached.

A Parma tutor recently noticed Andrea, a Year 12 student, recognising where she went wrong in her exam and independently explaining how a different approach would have worked better—something she'd struggled with before.

In Year 11, Laaibah moved from relying on prompts to completing several network flow and critical path questions entirely on her own, especially after initially hesitating with algorithmic thinking.

Meanwhile, Oliver in Year 8 shifted from quietly working alone to confidently attempting challenging trigonometry problems and now openly asks for help when stuck, rather than guessing through tough spots.