Year 10 student focused on completing the square to solve quadratic equations and reviewed probability assessment questions.

Another Year 10, Chloe, worked through simultaneous equations using both elimination and substitution methods.

For Year 11, Max tackled polynomial division by linear expressions and practiced finding solutions for cubic functions.

In Year 10 algebra, a student's fear of "functions with bigger numbers" led to avoidance and hesitation—resulting in incomplete working and missed practice opportunities.

Another high schooler tackling dilation of functions left report writing until the last minute, causing rushed submissions and less time for feedback; as one tutor observed, "try starting report writing earlier to not require cramming too close to due date."

In Year 6 maths, messy written work and skipping steps in division made it difficult to identify where mistakes occurred, prolonging confusion during homework review. These process habits directly impacted confidence and progress.

A tutor in Wandi recently noticed a big change with a Year 10 student who used to get stuck on quadratic equations—she now confidently recognises no real solution exists and can spot her own past mistakes.

In Year 8, another student who was hesitant to ask for help during algebra lessons has started speaking up whenever unsure, which is a shift from his old habit of guessing quietly.

Meanwhile, one younger student has begun using "greater than" and "less than" symbols independently after previously mixing them up, even drawing the arrows correctly without reminders.