Year 9 student Adeel focused on financial maths, tackling simple and compound interest problems and applying formulas to real-life scenarios.

In Year 11, Laaibah worked through critical path analysis by drawing network diagrams from activity tables and calculating earliest start and latest finish times for project tasks.

Meanwhile, Year 12 student Zahra practiced interpreting bivariate data, using scatter plots and calculators to find correlation coefficients and the line of best fit for regression analysis.

In Year 8 maths, a student often left working out poorly structured—steps were skipped or cramped together, making it hard to check answers for errors, especially in algebra. As one tutor observed, "he skipped showing steps in algebra, which hid sign errors."

In Year 11 and 12 revision sessions, another student relied heavily on rules and formulas but struggled when questions required deeper understanding or careful reading; missing key information led to incomplete solutions in HSC finance and network problems.

Homework was sometimes incomplete before lessons, meaning time was spent catching up rather than consolidating new material.

One Wollumboola tutor noticed Laaibah, a high school student, recently shifting from needing step-by-step guidance to independently solving complex problems—she now answers several questions in a row without prompting, a clear change from earlier sessions.

Another secondary student who previously skipped working out is now routinely showing all steps when simplifying ratios and rates, reflecting more careful reasoning.

Meanwhile, a primary student has begun picking up mistakes herself in algebra tasks rather than waiting for correction—last session she caught an error mid-question and fixed it on her own before moving forward.