Year 8: Alyssa worked on index laws and simultaneous equations, using targeted practice to boost her confidence with both skills.

For Year 9, Marcus reviewed trigonometry—solving for unknown angles and sides—and tackled a set of probability and frequency table questions.

In Year 10, Josh focused on factorisation techniques such as the difference of two squares and perfect square expansions, then moved on to algebraic expressions and rules through guided examples.

In Year 3 maths, one student repeatedly relied on counting with fingers for basic calculations and hesitated to recall times tables quickly. "She still tries to use her fingers under the table," a tutor noted, which slowed progress in class tests and meant longer time spent on each question.

In Year 9 algebra, another student's confidence dropped sharply after making a sign error in expanding brackets; she then avoided attempting similar questions without reassurance, leading to unfinished homework.

For a Year 11 assignment, anxiety about starting left the page blank for ten minutes before any work began—her struggle was not with content but with getting started.

One Montarra tutor noted that a high school student who once hesitated to ask for help during maths practice now regularly flags tricky questions and requests clarification on her own, especially when learning new algebraic techniques.

Another older student, after initially struggling with simultaneous equations, managed to complete an in-session practice test with 100% accuracy and needed assistance only twice—an impressive leap from her earlier dependence on step-by-step guidance.

Meanwhile, a younger learner recently improved from 0% to 75% on her rounding skills assessment; she now volunteers to explain her working aloud when tackling word problems, showing real initiative.