So, imagine a student is working on this algebra problem in our hypothetical tutoring software.

因此，想象一个学生正在我们假设的辅导软件中解决这个代数问题。

Example 1 After solving a challenging algebra problem, a student can engage in reflection by reviewing their solution step by step.

示例 1 在解决了具有挑战性的代数问题后，学生可以通过逐步回顾他们的解决方案来进行反思。

Or, if you are working on a math problem – an algebra problem, let's say – you could find a solution to the problem.

或者，如果你正在研究一道数学题——比方说，一道代数题——你可以找到问题的解法。

Rather than telling you how to do algebra problems by memorising things, they start by teaching the intuitive ideas behind algebra by playing through their puzzles, you get to understand, how algebra works.

他们不会告诉你靠死记硬背来解决代数问题，而是通过玩智力游戏来教授代数背后的直观思想，让你理解代数的背后原理。

For example, a student is doing a math problem, let's say an algebra problem, and he starts to solve the problem but after a few minutes he doesn't know what to do.

例如，一个学生正在做一个数学问题，比方说一个代数问题， 他开始解决问题， 但几分钟后他不知道该怎么做。

While she is doing her homework, her feet on the bench in front of her and her calculator clicking out answers to her algebra problems, I am looking at the half-empty package of Camels tossed carelessly close at hand.

她在做作业时.两只脚放在前面的长凳上，计算器嗒嗒地跳出代数题的答案，而我却在看着那包她已抽了一半、被她随意扔在手边的“骆驼”牌香烟。