Year 7 student Caledon worked on translating, dilating, and reflecting quadratic graphs as well as starting circle graphs, with plenty of visual sketching.

Year 10 student Anise focused on applying the chain rule to differentiate compound functions, then extended this by tackling more complex algebraic manipulation within differentiation problems.

For Year 11, James practiced finding rates using the unitary method and solved real-world conversion questions involving different units.

A Year 8 student repeatedly left homework incomplete, as one tutor noted, "Caledon had forgot to do last week's homework again," leading to missed opportunities for review and practice.

In a Year 7 session, messy or absent working—"I find myself doing a lot of the equations for him, and letting him figure out the answer in his head"—meant errors went undetected during algebra tasks.

For a senior student tackling calculus (Year 11), anxiety about using the chain rule led to skipped steps and confusion when re-arranging complex results.

In each case, these habits caused students to miss critical feedback moments or struggle with more advanced problems that built on earlier skills.

One Latham tutor noticed a real shift with Jensen, who used to hesitate when stuck but now comes prepared with specific questions he's written down ahead of time, showing much more initiative in tackling challenging maths concepts.

In Year 12, Anise recently started double-checking her working for differentiation problems after previously rushing and making small mistakes; she's also grown strong at applying log laws to even abstract variable-based questions.

Meanwhile, a younger student, Jarrah, consistently substitutes the correct numbers into fractions when converting rates—a big improvement from earlier confusion—and now completes all steps independently.