We are NOT to just provide answers and solutions to someone's homework assignment.
In the vast majority of cases, that is NOT helping them learn the material. Consider that the general expectation is that the student has already been presented with sufficient material for them to work the problem out all on their own. This usually includes having seen similar examples worked in the text and worked in class. Something hasn't clicked and it is unlikely that seeing yet one more example worked out for them is going to change that. They need to struggle with the material in order to get it to click and truly understand it -- don't rob them of that needed opportunity.
Use hints, suggestions, leading questions, and other things to help them move from where they are to one step closer, but let them do the bulk of the work. If you just give them the answer then you are likely setting them up to fail -- they will look over your solution, think that they understand it (just like they probably thought they understood all of the previous examples they've seen) and then they will get slammed on the exam when they discover that they still don't understand it.
The general expectation here is that the TS will present their best attempt to work the problem as far as they are able to. That is then supposed to be the framework from which we can help them move a bit further and then they are expected to take it from there and go as far as they can until they get stuck again.
In the vast majority of cases, that is NOT helping them learn the material. Consider that the general expectation is that the student has already been presented with sufficient material for them to work the problem out all on their own. This usually includes having seen similar examples worked in the text and worked in class. Something hasn't clicked and it is unlikely that seeing yet one more example worked out for them is going to change that. They need to struggle with the material in order to get it to click and truly understand it -- don't rob them of that needed opportunity.
Use hints, suggestions, leading questions, and other things to help them move from where they are to one step closer, but let them do the bulk of the work. If you just give them the answer then you are likely setting them up to fail -- they will look over your solution, think that they understand it (just like they probably thought they understood all of the previous examples they've seen) and then they will get slammed on the exam when they discover that they still don't understand it.
The general expectation here is that the TS will present their best attempt to work the problem as far as they are able to. That is then supposed to be the framework from which we can help them move a bit further and then they are expected to take it from there and go as far as they can until they get stuck again.