Are they overwhelmed because of fear?
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ProfRay say: That does not make you unique. Their background is lacking and must be bolstered. You cannot do that, they must do that for themselves.
I had a person in one of my MBA courses (I omit the university so as to not embarrass them) who avoided Mathematics throughout his education. Majored in "the classics" and could not find a job (imagine that) and wanted an MBA, but refused to learn any Mathematics. I fear another failure for him. I wonder were he is now these 10 years later?
My only advice is to break down the topic into small bite sized sections and be as explicit as possible. GL!
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Puzzling say: How do you get them engaged in what you are talking about? If you can make it a two-way process then it won't seem like so much of a "boring lecture" but instead a conversation where they are involved.
Ask them questions as you go along. Have them try to figure out the next step.
Also try to involve different parts of their brain such as using a diagram of the problem (for visual learners) as well as the math formulas.
Try to think of real life scenarios where they can apply a topic and use that in your teaching. Also, occasionally pick a student to explain the topic.
UPDATE:
Okay, so turn it around. Ask them to show you how much *they* understand of the topic. The whole point is *they* need to figure out how to learn the material. since it won't end up in their brain by osmosis; they have to be engaged in order for learning to work.
Don't allow them to say "I don't get it". Have them start the problem. Ask them questions to help them figure out what to do. They need to learn to ask *specific* questions such as "How should I set this up?" or "Why do I do this as the next step?"
IDEAS:
Have you ever watched Tim Gunn on Project Runway? Think about his mentoring/teaching style. Does he say, "First you need to change the blouse and lengthen the skirt, then you need to fix the zipper and..."? No, he says, "What do you think of the way the blouse is looking? Do you like the choice of material? Who is your outfit for? Does this length look appropriate?"
So rather than *explaining* how to do something, ask them questions to make them think of ways to do it for themselves. Guide them to the solution, but don't just explain it yet again.
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D.W. say: Give them homework problems that require them to learn the explanation/proof.
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based bro say: Maybe teach a bit slower and stop after every concept to ensure that they have it solidified. Pop quizzes, maybe for bonus points to give them that push to learn more
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