At an in-service yesterday, six teachers and myself where given a math problem on separate note cards. We had to put the solution in order and explain each step of the solution. I had the easy part where all I had to say, "I am the problem" then explain the problem. The person after me could not explain the next step. So I explained it to her a bunch of times even yelling to make the solution clearer. I kept doing the same think over and expecting a different result.
Why didn't I just give her my index card and take hers?
When students are having difficulty with a problem, instead of starting at the beginning and repeating the steps, it may be advantages to switch positions and let the student tell you what to do. I'll bet there will often times be discovery.
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