Why math can be "hard" - an essay for parents and
In my opinion, the number one reason students have trouble in math
PRIOR MATERIAL NOT THOROUGHLY LEARNED.
And the number one reason for that is:
SCHOOL SYSTEM RUSHES STUDENTS ALONG, READY OR NOT.
More than any other subject, math is sequential. Everything you
learn in chapter 17 will be needed in chapter 18. If you get 80% on
the chapter 17 test, there is 20% of the material that you don't
know. This gives you a 20% handicap going into chapter 18. You will
bog down in chapter 18. And with each chapter thereafter, students
bog down more and more.
In history, you can miss the 17th century and still do well on the
18th century. Indeed, you can take a course in 18th century history
without ever having taken 17th century history.
But in math, if you haven't done chapter 17, chapter 18 will be
impossible. And if you've only partly done chapter 17, chapter 18
will be difficult, and 19 will be overwhelming.
In art, you could miss out on watercolor and yet do well in oil
paints. There are probably plenty of successful artists who work in
oil but can't do watercolor.
But there is not a single mathematician that can do Calculus but not
What I see happening is that the school system doesn't give the
majority of their students enough time to master any one skill,
before being rushed onto the next one. They just barely learn a
skill, they kinda-sorta know it, get C's or B's on the chapter test,
and then are immediately moved on to the next chapter where they
will need those skills.
In math, you can't kinda-sorta know a skill and then expect to do
alright on to the next skill. It can't be done!
And then we incorrectly blame it on the student. And they begin to
feel inadequate. They think they are not as "smart" as they thought
they were. They come home crying. Mom begins to worry. They think
maybe they're just not "cut out" for a professional career. And we
tell them they just need to "work harder".
*** NO! ***
A parable: Suppose I enroll in a push-ups course. On day 1, in the
first 10 minutes of class, we all do 1 push-up. 10 minutes later we
do it again: 1 push-up. In 10 more minutes we do another: 1 push up.
We do this 5 or 6 times and then our hour is up and class is over.
On day 2, we repeat with 2 push-ups. On day 3, with 3. And so on. On
day 10, 10 push-ups. If you have trouble, your homework is: "do 10
Suppose that most human bodies can handle that gradient: 1 more each
day. Suppose most human bodies CANNOT handle 2 more each day--that
is too much.
So even an overweight out-of-shape human like me can do this course.
It doesn't take great athletic prowess. Any "average" person can do
it. It's not even hard. All I have to do is show up every single
So let's say on day 25 I miss a few days. Now the class is at 30 and
I am at 25. I can't do 30! And in order to catch up, I'd have to do
2 more per day for 5 days in a row, which is almost beyond my
ability! Might as well drop out. On day 50 when the final exam is
"do 50 push-ups", I won't pass it.
Now, let's look at the converse of that. Let's say I haven't missed
a day. On day 25 I do 25. And it's easy. The next day the teacher
announces "Today we are going to do 26 push-ups!". And the entire
class is thinking, "piece of cake!" and "easy", because it is.
If I can do 25, then 26 is not hard. Even on a bad day with a bad
coach and a bad textbook and a cold, if I can do 25 then I can
manage to do 26. It's not about the coach or the textbook or the
cold, it's about being able to do 25. Once there, at 25, you can
reach for 26. And if not there, you can't.
Math is like that. If you can do every problem, understand every
concept, up to page 25, then when you turn to page 26 you will find
I say it's not about whether the teacher is good or bad, the book is
good or bad, the student has a high IQ or not, the student is
working hard or not. Of course all those things matter.
But in math, it is more about MASTERY OF EACH SKILL BEFORE MOVING ON
TO THE NEXT.
If we don't stop to get 100% of each chapter, we are setting
ourselves up to slide down worse and worse in all subsequent
chapters. Every missing skill becomes a liability forever.
Imagine a gymnast who hasn't mastered a certain move, but then goes
on to try a more complex move that requires the previous move. It
In math, the progression is: times-tables and fractions, then
Algebra I, then Algebra II, then Trig, then Calculus.
Time and again I see an Algebra I student who can't easily add
fractions. Quick, ask your child, "What is 1/2 plus 1/3?" If that
answer takes a student more than a couple of seconds, the student
will bog down in Algebra I. Yet I have seen it time and again, they
can't answer that quickly. On a test, many problems will go that
much slower and then they are pressured and don't finish in time.
I've often seen an Algebra student who looks at:
3x + 2 = 14
and instantly sees that x=4. But then give them:
3x + 2/3 = 14
and you may have to wait a minute. Or two. Yet it is almost the very
same problem!! Ironically, they actually have the skill of the
current chapter: they know how to solve this kind of equation. They
just get slowed down by the numbers, a skill from prior years.
Early on in Algebra they learn to factor equations. They should be
able to look at
(x^2 + 5x + 6)
and factor it EASILY, in a few seconds. It should be almost obvious
that the key numbers are 3 and 2. The answer is:
If that isn't obvious, the student will die in Algebra II. Every
single problem will have a factorization step, or other step
requiring some other prior skill, and they will then slow down on
every single problem.
Yet we take Algebra II students, who made B's and C's, and can
factor, maybe, barely, but not quickly or easily, and put them in a
Calculus class! And we wonder why they find it so hard! After all,
they were making decent grades in Algebra.
And we tell them they need to "work harder". That is like telling me
to do 30 push-ups when I can only do 20. I just can't do it! I can
try, I can "work hard", but it will take me 10 days to get from 20
to 30, and by then the class will be at 40!
I sometimes ask a student who has taken trig, what is the sine and
cosine of 0, pi/2, and pi/4. Most hesitate! Many can't answer it!
They will say "well, I used to know it, just give me a minute to
think about it!". If they can't state that answer in under 10
seconds, they will die in Calculus! It assumes you are fluent with
These are not difficult concepts. Except when the classes in trig
move you through each chapter too quickly and a majority of the
class doesn't really get enough time to fully master their skills.
They barely learn what pi is all about and then are moved on. We
often see a class get good grades on each chapter exam, then
promptly forget everything that they just barely learned in the
first place, so that by the final exam time, despite good grades
throughout the course, they flunk the final.
Almost every single time I work with a student who is having
trouble, I find that they understand the current chapter just fine:
its a previous skill that is giving them difficulty. You can try to
teach the current skill, but over and over again it won't sink in.
Because there is a missing prior skill. Clear up the prior skill and
the current problem suddenly becomes easy, "like duh!".
Here is what is happening: we have 20 or more students in a class.
How long does a teacher spend on a chapter before moving on? If they
spend too much time, the faster students get bored. If they spend
too little time, the slower students get lost. So what is right?
That is generally answered by "a curve". They spend just enough so
that the middle 2/3rds of the class understand about 2/3rds of the
material. Most will get B's and C's, a few A's, and a few F's. And
then the teacher announces "Friday we will finish up on this
chapter, and Monday we move on to the next!"
WHETHER YOU ARE READY OR NOT. And 2/3rds of the class has only
2/3rds of the skills down. Again, that might be OK in history class.
Knowing 2/3rds of the material isn't too bad. But in MATH, never! We
just set them up to find the next chapter "hard", and the next after
that "harder", until, like over 50% of all California students, they
Google "percent of California students that flunk math"
and prepare to be shocked.
WHEN YOU HAVE ALL THE SKILLS DOWN, THE NEXT SKILL WILL BE EASY!
This from the Sacramento Bee, Sep 27, 2017: "Just over half of
California students failed to meet English standards based on
spring 2017 standardized test results released Wednesday, a
performance that remained essentially flat compared to the
previous year. Students performed even worse on math tests,
with nearly two-thirds falling short, according to the California
Department of Education." From https://www.sacbee.com/news/local/education/article175572031.html
(And of course, it's not just California. This is happening all
across the country.)
B's and C's sounds acceptable. In many subjects it might be. If you
study history and kinda sorta know about the 17th century, well,
that is a good thing--better than knowing nothing about it. But in
math, incomplete knowledge at any point sets them up to do worse at
the next point, and the problem snowballs until they are
Here is what I teach to my students: The correct way to study (ANY
subject) is this:
When you get to the bottom of a page, stop and take a look at
yourself. Are you smiling? Do you have the thought: "I understand
this!"? Could you explain what you just learned to someone else,
without looking at the book?
If so, pat yourself on the back, then turn the page and move on. If
not so, DO NOT TURN THE PAGE! I REPEAT: DO NOT TURN THE PAGE. DO NOT
TURN THE PAGE! DO NOT TURN THE PAGE!
Re-read the material. Get a dictionary and look up some words.
Figure it out. Ask questions. Hire a tutor. Google it. Watch a
video. Ask your mom. Whatever. But don't go on to the next page
until you get that smile + attitude back.
This may take only a minute. Maybe there was just one sentence you
needed to re-read and now it makes sense. If so, great!
But this may also take a significant amount of time. And the school
system doesn't give you much extra time. You probably have a busy
enough schedule as it is. I'm sorry about that. You just gotta do
what you can.
If you follow this method, you will: (a) find each page quite easy,
because you were fully prepared for it, and (b) you will go through
your entire book with a smile on your face! People will think YOU
are one of those "naturals" who finds math easy!
As an adult, in "real life", you will be able to do this, to learn
things "at your own rate". But in school, you will be hurried along,
ready or not. I'm truly sorry about that.
And here is my preferred way to work as a tutor:
When you first come to me, I will turn to page 1 of your textbook
and ask you if you understand it. I may ask you a question or two,
or to do a problem or two.
And if you show me that you do fully get it, we will continue on to
page 2 and do the same thing.
And so on, page by page, until we catch up to where your class has
reached in the book.
This may not take long. We may spend less than 5 seconds on each
page. You may understand chapters 1 through 6 really well, and in
just a couple of minutes we can fly past them. But WE WILL CHECK! We
will ENSURE that nothing was missed.
And of course, if something *was* missed, we will STOP AND CLEAR IT
And when we finally get caught up to the page where your class is, I
believe that you will suddenly find it EASY!!
Unfortunately, within the current school system, all of that is a
Time is short and tutoring is expensive. So sure, I can just go over
the current homework with you. Sure, I can help you "cram" for a
test occurring in just two days. After all, it's your dime, you are
paying me, you are the boss.
There is a compromise which I have used successfully: we meet twice
a week; on one day we go over the current homework -- a temporary
"fix"; and on the other day we review from the beginning of the
book, until we eventually catch up -- a permanent solution!
Thanks for listening,