A patient tutor for any subject. It finds out what you already know, asks instead of lectures, tracks what you really understand, and keeps checking that it sticks.
A whole subject, one skill, or your own syllabus. You get your own learning path, sized to what you asked for. If the subject is new, a full curriculum is designed for it in about a minute.
Every subject becomes a web of topics with real prerequisites. Momentum depends on Newton's second and third laws, not just "whatever came before it".
Each topic is a conversation that starts with what you already know. New ideas arrive in short explanations, each ending with a question. As you catch on, the tutor tells less and asks more, until the idea is yours.
When you can explain why it works and do it, in more than one situation, the topic is marked as understood and a Move on button appears. You decide when to use it. Keep practicing as long as you like.
Real subjects aren't a straight line. Some topics need two others first; some don't depend on each other at all. Every subject is stored as a web of prerequisites, so the tutor always knows what a topic builds on, and what builds on it.
Researchers call them conceptual knowledge and procedural knowledge. You can have either one without the other, so the tutor tracks them separately.
Why it works and how the ideas connect. Knowing that a derivative is a rate of change, or that action-reaction forces act on different objects.
When it's missing: "I can do the problems, but I don't really know why."
Carrying out a method correctly and fluently. Applying the chain rule, balancing a chemical equation, solving for an unknown force.
When it's missing: "I get the idea, but I keep messing up the steps."
The two are closely linked, and each one helps build the other. In studies of students learning mathematics, gains in understanding led to gains in skill, and gains in skill led to better understanding.4,5 Alternating between lessons on concepts and lessons on procedures produced the same conceptual understanding, and stronger procedural skill, than teaching all of the concepts first.6 And prompting students to explain what they were learning to themselves, in their own words, improved their understanding.7
Most of this research was done in mathematics, but the same split shows up in physics, chemistry, programming, and any subject with both ideas and methods.
Every topic you touch gets a level on each track, based on what you actually showed in the conversation. One lucky answer never reaches the top of either track, and levels can go back down if a later question reveals a gap.
When a curriculum is designed, every topic is tagged with the kind of understanding it requires. A topic is finished when the tracks it needs reach the top level, so you're never drilled on a method for an idea-only topic.
The tutor stops handing you new problems and asks about the ones you already solved. Why did that step work? What would happen if you skipped it? Your own work becomes the way into the idea.
Worked examples and practice, with the idea as a safety check. You know a derivative is a slope, so does this answer make sense for this graph? That catches mistakes a purely mechanical approach misses.
A light version of the idea first, then back and forth between the idea and the method, instead of finishing one before starting the other.
The tutor has a few tools a plain chat doesn't: it colors what matters, hands you notes worth writing down, draws when a picture helps, and keeps an honest record of your practice.
A few words or part of an equation get colored, always the same way, so you can match them with your own pens.
The net force on an object is its mass times its acceleration: ΣF = ma. Don't count forces the object exerts on other things.
When a reply teaches something you'll need later, a note card comes with it: steps, key points, or Cornell-style cues. Often with a line for you to add in your own words.
Graphs drawn exactly from the math, and diagrams like free-body diagrams, circuits, and cells. A figure can ask the question, but never gives away the answer.
Every practice answer is recorded. A careless slip you catch yourself isn't held against you; a wrong idea is named and worked on. Three straightforward problems in a row earn "Basic". "Fluent" takes three homework-level problems in a row, the kind at the end of a textbook section: your tutor writes them, or you paste in the ones from your own class and your tutor uses those, with variations.
Finishing a topic starts a third track: Memory. The tutor checks back a day later, then a week, then a month, with a couple of questions from memory. A topic that holds for a month is marked Retained.
After that, a check-in every few months. A topic that slips drops a step and comes back the next day.
Two quick questions, no notes and no teaching first. A third only if the first two disagree. Usually a few minutes. If you have solved problems from your own homework on the topic, the check-in uses a new version of one, never a harder kind than you have done.
Never a pile. Each subject gets one check-in a day, on the topic most likely to be slipping. The rest wait their turn.
When a new problem uses an older topic, the tutor can fold it in. Getting it right counts as that topic's check-in, with no separate session.
A topic that slipped comes back the next day, and a real gap goes back into practice. Skipping a check-in never lowers anything.
Two of the best-supported findings in learning research are behind this. Pulling something out of memory strengthens it more than reading it again: students who practiced recalling a passage remembered more of it a week later than students who restudied it.8 And spacing practice out over days and weeks beats cramming it into one sitting.9 A major review of study techniques rated these two, practice testing and spaced practice, the most useful of the ten it examined.10
Log out mid-topic and come back next week. Your current topic and the conversation are right where you left them.
Beyond the level, the tutor writes a short note when something is worth remembering, like "solid on the general case, struggles when the object accelerates".
Skip ahead to any topic. Its prerequisites are checked first, and if any are shaky you can start there or jump in and let the tutor check them with you.
Learn long division in a quick refresher, and it already counts if you later take the full arithmetic course. Join a class on a subject you already started, and your work comes with you. Nothing gets repeated.
What you understand, what is still shaky, and what to do next, written for you from your actual work. Filter the topics, see how each one went, and print it.
In a class, you set how much time you have each day, and the planner lays out what to do when so nothing sneaks up on you. More on that below.
Due dates, check-ins, and the time you actually have, put together into a plan for each day of the week.
Complex subjects are where most people drift off or give up. The tutor keeps a quiet eye on how the conversation is going, and knows when to follow you and when to bring you back.
Curious "wait, why?" questions get followed to a real answer. Then the tutor brings you back. If the side trip deserves its own conversation, one click adds it to your path for later. Start a second tangent before returning to the topic, and it will gently call it what it is and steer you back.
Missing a building block? It finds the gap and fills it. Explanation not landing? It tries a new angle. Solid on the idea but not one tricky case? It works on exactly that case instead of starting over.
If everything else depends on this topic, you keep working it now. If it's a side branch, it can be parked and brought back after a few other topics, when a fresh look often makes it click.
Sometimes seeing the answer is what gets you unstuck. You'll get it. Then you'll be asked to explain why it's right, because understanding still has to be shown.
Every subject is a full curriculum that's already built. Take the whole course, or pick only the topics you need. See the subjects.
Ask for a whole subject, or just one skill: "a refresher on long division so I can help my son." Your learning path is sized to what you asked for.
Have a class syllabus or a list of topics? Paste it in, and it becomes a curriculum with the same scope and order.
Equations are typeset properly, in the tutor's messages and in yours.
None. Watching someone explain something is not the same as understanding it, and a test only measures one moment. Here, the conversation is both the teaching and the assessment. The closest thing to a test is a memory check-in: a couple of questions on something you already learned, to see whether it lasted. It is never graded.
That's fine. Questions can't teach you facts you've never heard, so the tutor starts by finding out what you already know. Then it explains new material in short pieces, a paragraph or two at a time, each ending with a question that gets you thinking with what you just learned. As you catch on, it explains less and asks more.
Almost anything that can be learned through reasoning and explanation: math, physics, chemistry, biology, programming, history, economics, philosophy, and more. In fact-heavy subjects like history, the tutor tells you the story in short pieces, then asks you to reason about causes, motives, and evidence. If nobody has asked for a subject yet, it gets designed when you ask.
No. Ask for just the skill, like "a refresher on long division so I can help my son." You get a short learning path with only what you asked for, and the tutor assumes you know the basics, checking them only if something seems off. If the basics turn out to be rusty too, one click adds the foundations the skill builds on.
Yes. Paste a syllabus, an outline, or a plain list of topics, and it becomes a curriculum that keeps to your scope and order, with prerequisites mapped out.
Yes. Paste the questions and they are sorted into your topics; you check the sorting before anything is saved. Once you have the basics of a topic, your tutor works them into the conversation in place of problems it would have made up: first as written, then as variations with new numbers or a new setting, so you practice the same kind of problem until it is easy. There is no separate practice mode. It is the same discussion, with your course's problems in it. In a class, your teacher's problems are there too. Each one comes with a worked answer, so your tutor knows when you are right, and a wrong answer gets questions that point to where to look. Your problems stay yours: they are never shared with other students.
From evidence in the conversation, on two separate tracks: whether you understand why it works, and whether you can actually do it. One right answer is not enough on either. A topic is finished when the tracks it needs reach the top level: reasoning with the idea in new situations, and solving homework-level problems on your own. Along the way, three straightforward problems in a row earn Basic, and you can move on from there and come back for the harder ones.
Yes. Equations are typeset the way they appear in a textbook, and you can type math too, like $x^2$ or \frac{a}{b} between dollar signs.
The tutor is Claude, an AI model made by Anthropic, working inside a system designed around the Socratic method: it tracks your understanding, maps prerequisites, and keeps each conversation focused on one topic.
That is exactly the situation the two tracks are for. The tutor will notice your procedure is ahead of your concept, and instead of giving you more problems, it will ask about the ones you already solved until the reasons behind the steps make sense.
Forgetting is normal, and it is why check-ins exist. If a topic slips, you see it again the next day, and if there is a real gap, the tutor practices it with you until it is solid again. Topics that hold get checked less and less often, and after a month one is marked Retained.
As little as possible. Each subject gets at most one check-in a day, they are short, and older topics are often folded into new problems so they count without a separate session.
In a class, yes: your teachers can read your conversations on the class's topics, and you are told this when you join. Your own learning outside the class stays yours, with one exception: if something you write suggests that you or someone else may be in danger, your teachers are told so a real person can help.
Each plan includes a certain amount of tutoring per study session and per week, and your Account page shows how much is left. When you reach it, the chat pauses and shows when your next session starts. Nothing you typed is lost, and you get a heads-up before it happens.
Yes. Pick any topic in a subject. If its prerequisites are not solid yet, you will see which ones and can decide whether to start there or jump in anyway.
Pick a subject, and your guru has the first question ready. Or ask it something first, no account needed.