Double Angles. Pascal’s Triangle. Recursion. Binomial distribution. These are but a few of the topics covered in Algebra 2. Why do these topics among so many others strike fear into the hearts of so many students? Why does it seem like some students just “get” it, whereas others fail to recall a formula after having just done the homework set the other night? Is there any way to ensure my student falls in the former category rather than the latter?

The answer to all of these questions: students succeed in Algebra when they see the true utility of the topics they learn about in class.

The answer to all of these questions: students succeed in Algebra when they see the true utility of the topics they learn about in class. Anyone can plot points on a graph and see the overall shape. Anyone can plug numbers into the quadratic formula without knowing what the end result means. Even a child could recite that very formula to you if you repeat the answer to them enough times! It takes a special, more meaningful kind of comprehension to be able to solve the more serious problems that show up on tests—namely, the dreaded “word problem.” 

Mastery has to come from due process.

The student must internalize the concept in every conceivable way. They must know the equation by heart to truly be comfortable and clear-headed during a high-pressure situation such as a test. They must develop their explanation skills to a point where they can articulate why a problem warrants a certain formula. This fundamental “digesting” part of learning is where most students fail to mature. That obstacle is often difficult to surmount without proper guidance. Eventually though, when they truly see the “why” of a topic, that is when they are ready for their menacing word problems. When they appreciate the utility of say, finding the vertex of a parabola, the problems then become trivial.

Their journey can be a long and winding one, but once they allot their time efficiently, they often find that Algebra is not nearly as difficult as they initially thought. Alas, digestion does not always mean working on endless problem sets and spending sleepless nights reading through a textbook in solitude. Finding the most optimal learning environment is the name of the game. Once they have that down, the rest is just smiles!