...Instead, I teach them to think through the problems one step at a time, beginning with what they already know. If it’s discovered that they don’t know rudimentary and prerequisite concepts, those concepts are probed further until adequate-to-complete understanding is achieved. It’s also important for students to embrace mistakes. (read more)
...They can do all the math without even thinking – and that’s the problem. That's why I became a math teacher; I've been through what your student is going through, & I said ENOUGH. I remove all the meaningless memorization, & don't just focus on getting the right answers, but on understanding WHY we're even doing what we're doing! (read more)