Final answer:
To help a student who doesn't see themselves as a 'math person,' I'd focus on building their core understanding of the subject and shifting their study strategies away from memorization. Encouraging discussions with educators and fostering a playful approach to math problems can inspire confidence. Tailoring support to their individual circumstances is also key for effective learning.
Step-by-step explanation:
When a student starts to struggle with a concept and feels like they aren't a "math person," it is important to address this mindset. First and foremost, developing a core understanding and intuition for mathematical concepts is key, rather than just memorizing equations. It is crucial to encourage students to see problems as opportunities to understand the concepts more deeply and apply their knowledge in various contexts. This can involve an adjustment in study habits and a move away from equation-hunting.
To support the student, I would suggest more engagement with the material, such as discussing the difficult or interesting topics with their teacher or TA. Additionally, I would encourage looking at math problems from multiple angles to inspire a more playful and confident approach, much like dolphins playing in water, as mentioned earlier. This mindset shift allows for a better conceptual grasp and makes mathematics less intimidating.
It's also important to acknowledge the external factors such as students' socioeconomic background, family responsibilities, and access to resources that may impede their ability to study effectively. By understanding their individual circumstances, we can better tailor support, be it through additional tutoring, study groups, or seeking out community resources that provide technological assistance.
Lastly, we should encourage the student to see the value of their previous success and remind them that the ability to learn and excel in math is not fixed but can be developed with effort and the right strategies. This lends confidence and empowers students to take ownership of their learning journey in mathematics.