For my second tutoring with PJ, I had prepared a reading passage along with a few exercises, but when I arrived I was informed that he needed linguistic support to complete a math assignment covering reducing fractions. At the start of the session, I asked him what specifically was tripping him up. After a few minutes of discussion, we were not any closer to identifying or resolving where the breakdown was occurring. I thought it might have been more useful to have him define what a fraction was. He explained to me what a fraction. As we continued to talk and get closer to discussing the objectives of the math lesson, I helped PJ articulate the process of reducing fractions by looking for numbers that can divide evenly into both the numerator and denominator. As we solved the first few equations, we talked through the process out loud. After a half hour of repeating this process, he soon began to pick up on the concept and afterwards was able to complete the remaining problems with little help from me.
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