Year 5 student Eliz revised subtraction, practised chance and decimal arithmetic, and was introduced to Roman numerals, using short revision exercises.

In Year 8, Alyssa tackled quadratic equations and worked through examples of geometry problems involving transversal lines and angles.

Meanwhile, Year 10 student Ben focused on surds and indices as well as practising addition, subtraction, multiplication, and division of fractions through step-by-step problem solving.

In Year 5 mathematics, one student struggled to recall multiplication tables during division tasks, which slowed progress and sometimes led to incomplete solutions; as a tutor noted, "forgetting the table made it tough to finish the problem."

In Year 9 algebra, a tendency emerged to rely on guessing rather than carefully working through equations—especially when under time pressure.

A Year 11 student's written work in graph sketching lacked clear steps or annotations, making it hard to check for errors later.

These moments left students feeling less confident after practice sessions and sometimes unsure where mistakes occurred.

One Drumcondra tutor noticed a Year 10 student who previously hesitated to speak up during sessions now actively asks clarifying questions when tackling complex differentiation problems—she's even started trying out the chain rule on her own before seeking help.

In a recent high school maths session, another student, who used to guess answers in multi-step algebra tasks, showed real progress by methodically re-arranging equations and checking each step for errors without prompting.

Meanwhile, a younger student surprised her tutor by reading a new chapter aloud fluently and self-correcting tricky words she would have skipped over just weeks ago.