Aiden had a more gestalt understanding of the semester's work, being able to understand concepts in the context of others.

Aiden became highly demotivated the weekend before his math exams: He did not bring his textbooks home and wouldn't have been able to complete any work without the material I gave him. Due to his lack of motivation, it is likely Aiden will need to drop down to Applications.

Aiden returned to previously covered material with increased proficiency and comprehension.

Aiden's results in his Specialist and Methods tests suggest tutoring has not made a substantive difference to his performance. Although Aiden's lack of independent study has greatly diminished its efficacy, the fact of the matter is: tutoring has not worked. As such, a reevaluation is in order: If Aiden can begin working without direct supervision, tutoring may still be useful to help him catch up; otherwise, the money may be better spent to address Aiden's difficulties with motivation (e.g. talking with a psychologist).

Aiden used his understanding of the unit circle to understand sin, cos, and tan graphs; this shows an improved capacity to generalize concepts he understands. Aiden showed an understanding of vectors, modelling vectors, and calculating resultant vectors.

Aiden still struggles with completing questions at a reasonable speed; this is in part due to an apprehension over possibly realizing he doesn't actually know the content, in addition to being bored with questions he does know how to do. Some difficulty recognizing what concepts are applicable in a given question for vector material.

Aiden continues to show a highly improved motivation for math. Aiden understood the manipulation of vectors using the triangle and parallelogram rules with minimal tutelage. Aiden asked insightful questions about the unit circle and parallelogram rule. Aiden showed great initiative in his investigation of how altitude and air density affect aviation.

Although it is very good that Aiden is enjoying math more, he can become entirely focused on the specific math he finds most interesting. Although this is not a big problem now, if Aiden continues to deprioritise necessary work on the basis of it being less interesting, he may feel as if he's being punished for his enthusiasm with lowering grades. This can become a self-defeating cycle and should be accounted for now while it's not a big problem. Aiden seems disincentivized by the prospect of difficulty in his math. It would be good to learn to find motivation in the head-on confrontation of challenge.