I believe Ms. Stone should reward him for showing work on paper. Same goes for the rest of the class. I believe if he has an incentive to show work he would be more willing.

Ms. Stone should allow Luke to write his answer, and then go back and have him show how he did it. Maybe for tests you could accommodate him and have him tell you the answers if thats how he does best.

Some students may work better in their mind than by showing the work on paper. Maybe if the teacher sat down with him and showed him how to properly show his work for algebraic procedures that could help. Also, a template could be provided for how to show his work.

I believe Ms. Stone should reward him for showing work on paper. Same goes for the rest of the class. I believe if he has an incentive to show work he would be more willing.

I think that to get full credit for answering the question, writing out your work showing how you got your answer needs to be included.

If showing his work when completing math problems causes a problem for Luke, his teacher could allow him to complete the problems without showing work and then explain to his teacher in words the algebraic steps he took to solve the problem. Algebra problems do tend to have multiple different steps and some students may mess up by skipping a step when writing it down on paper and/or forgetting to complete a step. By allowing the student to verbally explain how they got their answer, it would allow for the teacher to know that the student understands what they are doing as well as ensuring that the student understand how to follow and complete the algebraic steps for each of the problems.

I would give students a sample problem that is already solved but has a correct model of the procedures students are to use to solve their problems. I would then give students a new problem and grade them on if they followed the correct modeled steps and procedure and properly showcased it as well.

I think that Ms. Stone could show Luke how writing down each step can help. Recently in my internship, my CT showed two different ways of doing the math problem, the right and wrong way. Showing Luke how doing the work in his head quickly could get him the wrong answer, it may help his motivation of completing the math by showing his work.

Ms. Stone should speak to his parents so they can work on mathematical work at home.

Schedule a one-on-one conference with Luke to discuss his approach to solving problems. Understand his perspective and ask about any challenges he faces when showing his work on paper. This conversation can provide insights into the underlying reasons for his reluctance.

Maybe the teacher can give verbal or tangible "rewards" when students show their work. This may motivate the student to do what is being asked of him and work through his errors in their initial phase.

Ms.Stone should always show examples with the work written out. I am not sure what her grading system is but a lot of times teachers give credit for showing their work. Implementing this will allow her to see his work

If the student is able to answer the questions correctly, I think the teacher should not put as big an emphasis on the steps because sometimes students can over think steps they need to take if the grasp the concept.

I would reward him with some kid of treat or special reward if he does his work such as a cool sticker or even a stamp! If he earns a reward everytime he does his work he may do better in the classroom!