Content Knowledge

• A good math tutor always knows the math content well. She should be able to explain the abstract ideas of math in a concrete format by using diverse methods. The tutor should use manipulatives, drawing and physical movement to help a student understand new material. The National Council of of Teachers of Mathematics stresses that good math teachers "know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibility in their teaching tasks."
  
  

Past Experience and Training

• A strong math tutor will have taken advanced math courses, or may have received specialized training in teaching. Tutors who have been formally trained are more likely to be on the cutting edge of new educational strategies. Tutors with past experience are familiar with typical challenges that students face. They are often able to anticipate these frustrations and offer a strategy of dealing with them before the student becomes too overwhelmed.
  
  

Be a facilitator

• The tutor should take the role of facilitator and lead the student through the problem-solving process by using good questioning techniques. When the student struggles, the tutor should not take over and complete the problem. In order for the student to understand the steps and learn how to find the solution, he must verbalize each step as he works through the problem-solving process with as much independence as he can.
  
  

Focus on covering concepts

• While a student may view her tutoring session as a time to complete homework, that is not the primary purpose of a tutoring session. A child has chosen to see a tutor because she needs extra help with conceptual understanding of math, and that may or may not include completing homework. It may be necessary to explain this to the student in the beginning of the tutoring hour.
  
  

Take a break

• Because working on math problems can become tedious for some students, it's important to recognize the need for a break and encourage your student to rest before he becomes too distracted. The student can chat with you about another part of his life, draw a picture, or play with a toy for a few minutes. In the first few sessions, it may be necessary to take a short break every 20 minutes or so. However, as the child becomes more confident and comfortable, less breaks will be needed.