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So the reason why the "trick for multiplying fractions" works is helpful but perhaps the "trick for dividing one fraction by another" is not.

Offering reasons why is helpful if it helps students follow a process that would otherwise seem arbitrary, when the reason gives more meaning, but is no more complicated than the process being learned. So if working memory load is decreased or memory can be retained longer because it is attached to something that is already learned it can be helpful. Explaining why can have any of these benefits, but any particular instance is unlikely to have all of these benefits. 

The plan for this page is to build up examples as above and include links to "teaching Higher work to Foundation students" videos and more easy on the eye student "remind-me" videos. For now though here is a list of situations where we have found explaining "why" to some students has helped.

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