My child understands Maths in class but cannot solve questions alone. What should we try?

Does understanding an explanation mean they can solve a new question?

Check the two separately. After discussing an example, put it aside and invite your child to attempt a related question. Notice whether they can choose a first step, explain it and continue. If they need a hint, record which hint helped. You are gathering something useful to discuss with a teacher, not giving your child a diagnostic test.

The IES algebra teaching guide [1] recommends analysing solved problems and learning to choose between strategies. Those recommendations concern middle- and high-school algebra; they are not a prediction of how quickly an individual child will improve.

How can I work out what is difficult?

Try these questions without supplying the whole solution:

• What is the question asking you to find?
• Which information might help?
• What would you try first, and why?
• Which step are you unsure about?
• How could you check the result?

A student who cannot interpret the question needs a different conversation from one who chooses a suitable method and makes a calculation error. Save the actual attempt so the teacher can make that distinction with you.

What does a useful correction look like?

Original illustrative example, not an assessment or a real learner case. The changed expression checks the same idea; it does not establish mastery.

Consider this illustrative error: a learner expands 3(x + 2) as 3x + 2.

Ask them to write three copies of the bracket: (x + 2) + (x + 2) + (x + 2). Combining the terms gives 3x + 6. Then ask where the 6 came from. For a new check, try 4(y + 3), which expands to 4y + 12.

Do not stop at copying the corrected line. Ask the learner to explain why both terms inside the bracket are multiplied. If that explanation is still unclear, note it for their teacher. A later attempt with different numbers is another useful piece of evidence, rather than a guarantee that the idea is fully secure.

Should we practise more or get extra help?

Choose the practice after identifying the difficulty. If the same barrier keeps appearing, collect a few attempts and ask the school teacher or tutor which prerequisite or method needs attention. Avoid choosing a large worksheet simply because the last answer was wrong.

The Education Endowment Foundation's tuition review [2] emphasises targeted support, links with classroom learning and monitoring progress. This is evidence about educational approaches, not an independent evaluation of TutorMax or a promise about your child's marks.

What should we bring to a tuition conversation?

Bring the current chapter, an attempted question, any teacher feedback and a practical goal. For example: “I want to choose the first step in these equations without someone prompting me.” Ask how the tutor would address that goal and what work would help you review it later.

TutorMax lists Maths programmes for Classes 5–9 [3] with live teaching, practice and feedback. Discuss the child's current course and available teaching options before deciding. You can also use the free resources [4] to explore a topic first.

If your child is shy, ask how the proposed teacher gives them time to attempt a step and ask questions. If only a narrow gap needs attention, first try an appropriate free resource and school-teacher feedback; you do not need to commit to a large package to identify the difficulty. TutorMax is an option to discuss when the listed course, teaching approach and available schedule fit. It is not a substitute for support the provider has not confirmed it can offer.

Keep a simple record: question attempted, uncertain step, help required and next question for the teacher. It need not become another set of marks.

Write the note you will take to the teacher

Copy these four headings into your own notes. Keep the attempted working alongside them. Share only what the teacher needs; remove unnecessary personal details.

Sources & related resources

Use official sources for current requirements. Continue with the resource that fits your next task.

[1] IES algebra teaching guide →
Source for the stated educational guidance; not evidence of TutorMax outcomes.

[2] Education Endowment Foundation's tuition review →
Source for the stated educational guidance; not evidence of TutorMax outcomes.

[3] Maths programmes for Classes 5–9 →
Current listed destination; confirm teaching fit and availability.

[4] free resources →
Current listed destination; confirm teaching fit and availability.

Class 10 Maths: private or small-group tuition? →
For Class 10 families comparing teaching formats and practical arrangements.