Note: This is the second article in a series on PERFORMANCE.  For further reference, please see the first article.

X was a student that was having a ton of trouble in math. I worked with him regularly for a significant period of time and helped him adjust the way he prepared for tests. After some time, we reached a point where I felt that he knew the material well. I was excited to hear about his performance on an upcoming test. He tanked. He didn’t just under perform, he failed. I was dumbfounded, and even a little embarrassed; I had told his mom that he was ready, and that I was confident he would do well. So, what happened?

Why this book matters to us

As a tutor, I often witnessed significant improvement when a student discovered that tools developed for thinking about one topic could be re-used.