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1. Do they seem to have been taught a different method for something you remember? Not a problem: get them to #teach you theirs, and encourage them to try to understand yours. See if you can spot similarities. Why do both work? Can you find reasons why one may be "better" than the other (there are no right answers here, but just being more familiar doesn't count)?

#maths #teaching for #parents

2. Are they doing something you don't recognise, or maybe you do recognise but never got the hang of it? Get them to #teach you as much of it as they can. Work together on it. Admit that you don't understand it YET but don't use this as an excuse to not engage. Learning new things is a positive thing. Not understanding something is a prerequisite for learning something new.

#maths #teaching for #parents

3. Try not to fall into (or get out of) the habit of saying things like "I've never been any good at #maths," "I've always hated maths," "I've never seen the point of maths," etc: these are the most effective ways to kill a potential future mathematician.

#maths #teaching for #parents

@TeaKayB This is very good advice that I always try to follow in general. Instead of using similar static, negative statements one can first acknowledge that “I also think that can be hard” and then continue with “but let’s try anyway”, “I think you can do it”, “can I show you how I usually do it?” etc depending on the situation.