Sometimes students are baffled by the explanations teachers give of how things happen because teachers move too quickly or easily through the process analysis. A quick run-through of an equation is often just not enough for students struggling to learn new material.
A more useful approach to process analysis--from the learners' point of view--is to trace in writing the steps required to complete the process or to capture the thinking that leads from one step to the next. Students can either write while or after they complete each problem. Particularly when students get stuck in the middle of a problem, writing down why they completed the steps they did will usually help someone else (a classmate, tutor, or teacher) see why the student experienced a glitch in problem-solving. Similarly, teachers can look over the process analyses to see if students have misapplied fundamental principles or if they are making simple mistakes. In effect, students can concentrate on problem-solving rather than on minor details, and they can move from simple procedures followed by rote into a deeper understanding of why they are solving problems appropriately.