Turning the Algebra Crisis Into an Opportunity for Success

In my high school Algebra I class, an 11th grader sat quietly by the door. He had struggled with math anxiety and disruptive behavior in the past, and his discomfort was palpable. I was in my 13th year of teaching, using immersive group problem-solving and hands-on activities that engaged even my most reluctant students.

Together, we modeled relationships with equations and constructed a catapult to explore parabolic functions. Over time, this quiet 11th grader found his footing. He began to ask more questions. How is the shape of the graph representing the parabolic trajectory of the object affected by each coefficient? How can he improve his design model? These lessons helped him become an enthusiastic participant who eagerly engaged with the material.

Witnessing his growth reaffirmed my belief that algebra, when taught through interactive and kinesthetic methods, can turn anxiety into confidence and cultivate a deeper connection to learning. Mathematics is not just a set of abstract rules but a vibrant, engaging discipline that speaks directly to the diverse experiences of all students.

In our algebra classroom, mathematics was not confined to the pages of a textbook. Together, students and I explored geometric concepts through city planning and used trigonometry to construct clinometers—simple tools that measure angles of slope and elevation. We delved into real-world applications, such as statistical analyses of student-generated surveys, and collaborated with local artists to create mathematical art.

Our learning experiences extended beyond traditional methods, incorporating elements of the history of numbers, the musical sounds of pi and phi, and architectural design to deepen understanding and appreciation for mathematics.

Teaching algebraic concepts and skills in these ways allowed me to build meaningful connections with students and to engage them in a way that made math both accessible and exciting.

Algebra is a gateway to a world of academic and professional opportunities. Yet, in our current educational system, it acts more as an obstacle for many students, especially those who struggle with understanding abstract algebraic concepts.

A 2021 study found that the numbers are sobering: students who fail Algebra I are four times more likely to drop out of high school than those who don’t, while those who complete Algebra II are twice as likely as their peers to graduate from college. These statistics underscore a fundamental truth: achieving mastery of algebra is both conducive to success in advanced mathematical courses and helpful for critical thinking and problem-solving in various fields.

Effective mathematics teaching requires a blend of contextual, concrete, and social approaches to foster meaningful learning. Research shows that linking mathematical content to real-world problems can significantly enhance students’ understanding, motivation, and problem-solving skills. However, abstract, algebraic, problem-based learning methods, while beneficial, can also lead to student frustration and confusion if not managed carefully, highlighting the need for supportive strategies to address these affective challenges. This focus on algebra, without corresponding support, can disproportionately disadvantage those who might already be struggling. This isn’t just an issue of curriculum; it’s about equity and opportunity. We must confront this crisis not merely as an educational challenge but as a societal imperative, so that some of our students are not left behind due to systemic inequities.

This begins with providing targeted resources and support systems—tutoring, mentoring programs, and early intervention strategies—to help all students. It also involves rethinking how algebra is taught, to make it more accessible and relevant to students' lives, so students can foster a deeper understanding and appreciation of the subject.

Our mission should be to transform algebra from a source of stress and frustration into a source of empowerment and confidence. Algebra should not be a stumbling block but a foundational skill that supports broader academic and career goals.

By making connections in algebra class to practical and relevant experiences, we can help students see how what they are learning applies to their lives beyond the classroom.