Year 8 student Jack worked on simplifying algebraic expressions using index laws and practiced expanding brackets with the distributive law, making use of talk-aloud strategies to clarify steps.

Year 10 student Mia focused on financial mathematics, specifically income and taxation word problems alongside simple interest calculations applied in context.

Meanwhile, Year 11 student Lucas revised arithmetic series and sequences by tackling test-style questions to consolidate understanding of patterns and summation techniques.

In Year 8 Mathematics, one student repeatedly missed homework, limiting independent practice with algebra and percentage calculations—"he has not completed his homework multiple times now." This lack of solo effort meant he struggled to start questions without help.

In Year 11 Advanced Maths, another student hesitated to write out multi-step trigonometry or equation rearrangement solutions, preferring mental attempts that led to confusion.

Over-reliance on calculators also emerged in Years 7–9 when tackling basic operations and pattern recognition tasks.

Across Years 10 and 12, several students hesitated to use feedback or doubted their answers aloud during interest calculation problems, stalling progress mid-task.

A Noraville tutor noticed a Year 10 student who used to freeze on multi-step taxation questions now working through them almost independently, needing only the occasional prompt and calculating tax accurately from tables.

Meanwhile, a Year 8 student who'd been reluctant to attempt worded algebra problems is now more willing to tackle these, especially after making progress with real-life scenarios—last week, he attempted several without skipping or giving up halfway.

In a recent session with a Year 4 student, the tutor saw her persist through tricky decimal subtraction problems she would have previously avoided, even choosing to solve one extra question unprompted at the end.