Sometimes a student knows the steps but not why they work. Sometimes a missed connection from years earlier makes new math harder than it should be. We start by asking what the learner currently understands.
Instead of only correcting the answer, we ask what produced it. That answer usually points somewhere specific.
If a student is struggling, “why can’t they do this” is a harder question than “what do they understand right now.” If you would like to talk through how these ideas apply to a student in your family, we are glad to have that conversation.
