Year 3 student Jai worked on telling the time using an analogue clock drawn with chalk and explored fractions through sharing real-life items, alongside practising skip counting by 3s on brick pavers.

Year 7 student Alyssa focused on interpreting worded maths questions related to perimeters and reviewed number lines with decimals as part of her online Maths Pathways modules.

Meanwhile, Year 9 student Elysia strengthened her skills in long division and applied this process to convert fractions to decimals, linking each step back to her TAFE coursework for practical understanding.

A Year 11 TAFE student struggled to retain new Maths processes—such as converting fractions to decimals and BODMAS—when lessons were irregular or weeks apart. "With a month's gap, she had forgotten key steps," one tutor observed, leading to slow progress and the need for extended review.

Meanwhile, a Year 8 student often guessed answers on worded problems rather than showing working, especially under test conditions; this made it difficult for her to identify where misunderstandings arose.

In Year 4, hesitation about making mistakes meant answers were withheld unless certain, slowing confidence-building in class discussions.

One Roseworthy tutoring session saw a high school student, Elysia, who used to feel lost during multi-step maths problems, now confidently talk herself through each stage and highlight key steps—a big change from her earlier confusion.

Another secondary student, Alyssa, shifted from rushing through fraction calculations (often missing small errors) to carefully writing out every step and rechecking answers; she's now much more accurate with complex topics like mixed fractions.

Meanwhile, Tegan in Year 6 has started asking for extra homework and even doubled the assigned work last week—an impressive shift from previously only completing what was required.