It is always fascinating to observe the differences in levels that exist between students. They attend the same class, they get the same explanations, and yet some appear to be much better than others. Often these failures are in the areas of math and physics. And many students suffer terribly from a deficiency in these subjects. Why do gaps in physics and math appear? How will home schooling help fill these gaps?


Often, a student’s failure is attributed to a natural weakness in his or her IQ, or to the existence of a natural gift that would predispose him or her to be good at physics and math. Yet, this seems to be a prejudice, as it has been observed that a change of method can lead to the student’s success. In reality, it is important to understand how the student comes to learn physics and math, as well as the learning mechanism in general, if the goal is to raise his or her level in these subjects. Instead of a natural disposition, could it be a mistake in the contact with these subjects? Or would it be due to a deviant way of leading one’s mind to the investigation of reality through these subjects?  There are a good number of students who look for tangible figures in asymptotic curves and in the limits of functions. And yet, these mathematical objects only have meaning in relation to their definition. Thus, the very idea of mathematics and physics must be rectified, and this is how the problem could be solved. For more information, click here.


Every person, when faced with a given reality, manages to grasp this reality through thought, thanks to perceptions. These modes of perception vary from one person to another, because they involve a certain number of habits. This is the reason why, in front of the same event, two people give different opinions. This opinion constitutes what the person knows and understands about the event in question. It is the same thing that happens to the student in front of the physical reality and math. In front of these abstract objects, his mind tries to act in a way that is usual for him, and that may not be adequate. He places behind the concepts of physics and math implicit prejudices and postulates that he immediately posits as true. Consequently, these prejudices inevitably determine his way of thinking, and thus of working in physics and maths. Everything happens as if a structure of his mind has been established, and that it is necessary to act on this structure, if the objective is to raise his level. It is therefore necessary to uncover both the prejudices and the structure of the mind that must be rectified. A math and physics course that is carried out as tutoring will target these learning obstacles individually. As a result, the most interesting students are those who are good at math and physics. Therefore, it is imperative to fill the gaps in physics and math. And this can be done with home tutoring.


It becomes obvious that tutoring in physics and math is not just repeating homework. It does not consist in repeating the lessons. It is about detecting the real causes that prevent the student from acquiring the specific knowledge of mathematics and physics. In the classroom, the number of students makes this task difficult, as each student may have a different way of understanding. In home tutoring, however, the teacher can focus more closely on the difficulties of a particular student. This difficulty will consist of integrating into his or her thinking the proper way to represent physics and math. This is possible by purifying it of the prejudices that entangle it, and by allowing the student to think for himself. Thus, at the slightest sign of a weakness in physics and math, it is important for the student to participate in tutoring. The older they get, the more prejudices they have, and therefore the greater the gaps.


All this reveals that the difference between a good student in physics and math and a bad student is not so much due to their IQ, but rather to a misjudgment of their mind to these subjects. Therefore, it becomes absurd to reprimand the student by calling him/her “incapable” or even worse “lame”. This is often the mistake of parents and teachers. On the contrary, they should be encouraged to move forward. They need to have confidence in themselves. The student-parent and student-teacher dialogues must bear fruit in overcoming epistemological obstacles. Thus, the student will know how to lead his mind to the investigation of physics and math by himself.