Our goal at **Asheville Math Tutoring** is to improve math literacy in Western North Carolina by working with people of all ages to identify and overcome the specific personal barriers they face with regard to math.

While we are not able to offer in-person meetings at this time, we do have limited availability to provide one-on-one online math lessons for all residents of Buncombe County.

Our online tutoring sessions are held via a secure web platform; and our process for conducting the lessons is built around the priority of our clients’ comfort and privacy.

It is our sincere belief that the ability to understand mathematical principles is inherently present in everyone. We understand that frustration and anxiety often build around the idea of formal math instruction and testing procedures. These negative, seemingly uncontrollable impulses can dominate a student’s experience in math class, often over the course of years or even decades. While lapses in confidence are unavoidable in all types of learning, math in particular seems to be an area where a small lapse can easily grow into a long-term habit of not believing in or not trusting one’s own intuition.

Even if a student makes passing grades while progressing through an entire sequence of math courses, the stresses and fears which follow them through the constant barrage of lectures, problem sets, quizzes, tests, and exams can accumulate over time and become unmanageable. Too often, the unfortunate result is that the student’s ability to recognize and harness their inner intuition gives way to the more urgent and demanding stresses of academic performance and deadline-based thinking.

Regardless of the grades a student is given over time by their various instructors, the calm, quiet, and ever-present intuition that lives within each student is always at risk of being suppressed by fear and academic pressure. The student may begin to lose sight of their intuition; and if stresses continue to mount in opposition to their inner calm, the ability to reflect and rediscover their sense of confidence will be in jeopardy. If the pattern continues, students may altogether forget the feeling that occurs when their intuition guides them through the solution to a problem. In turn, they may become doubtful of the very existence of this intuition and begin a process, whether consciously or not, whereby they convince themselves and others that they are “just not a math person.”

Predominant as the above scenario may be within all different kinds of math classes, we strongly believe that for any student, there exists some path by which they can discover and harness their inner intuition. It may feel at first like a desperate search for the tiniest breadcrumb to prove to oneself that the path forward actually exists. But with each breadcrumb found, there is additional proof and reinforcement that there really is something present inside of them which they can trust and rely on.

It takes practice and hard work, but any student can experience this spark of trust in their own math ability. With dedication over time, and perhaps with some guidance from a patient instructor or tutor, they can build upon the initial spark by continuing to exercise and reinforce their inner confidence on a repeated and habitual basis.

While homework and sets of math problems are often sources of annoyance for students, the truth is that assigned homework problems are opportunities to exercise and develop the student’s ability to trust in their own intuition. Admittedly, this is easier to read about than to experience. It takes somewhat of a large leap for most students to see homework in this light. Our experience, though, is that once a student can view their math work as an opportunity to build trust in their inner intuition, they are more capable of harnessing their other personality traits – whether that be curiosity, creativity, or some other trait they have in abundance – to further enrich their understanding and enjoyment of mathematics.