It is strange that in most realms of mathematics education, the core ideas are introduced by talking via lessons or lectures, but understanding is mainly assessed via a written format i.e. assignments or tests. Verbal mathematical explanations, interactions and communication as a means of assessing comprehension, which is very common in early childhood learning, disappears as formal secondary and tertiary education begins. Educators, sometimes, find it difficult to distinguish between regurgitation of facts and true understanding when grading a written solution even with carefully selected questions. More daunting is when a student gives an incorrect solution to the posed question even though the educator knows that this answer does not reflect
