I find myself in the opposite position, because math always came very easily to me, and yet I’ve had a lot of success tutoring it. I think, though, that that largely comes out of my interest in why it worked rather than how, and my ability to make connections that weren’t explained to me.
I wanted to make almost the same comment. I’m convinced that my interest in logic and foundations makes me better at teaching algebra and calculus, because I’m often thinking anyway about why those “obvious” things work the way that they do. (In particular, why don’t algebra textbooks discuss the general logical principle of substitution of equals for equals? I tell beginning students that it’s the most important lesson of algebra, but it’s not in their book!) It’s also important to listen to how the students think about things (both prerequisites, and the errors that they’re making now) and adapt my explanations to fit them.
I find myself in the opposite position, because math always came very easily to me, and yet I’ve had a lot of success tutoring it. I think, though, that that largely comes out of my interest in why it worked rather than how, and my ability to make connections that weren’t explained to me.
I wanted to make almost the same comment. I’m convinced that my interest in logic and foundations makes me better at teaching algebra and calculus, because I’m often thinking anyway about why those “obvious” things work the way that they do. (In particular, why don’t algebra textbooks discuss the general logical principle of substitution of equals for equals? I tell beginning students that it’s the most important lesson of algebra, but it’s not in their book!) It’s also important to listen to how the students think about things (both prerequisites, and the errors that they’re making now) and adapt my explanations to fit them.