Question: I have a 16-year old, Jr in high school 2e child. He was always good at and loved math. At one point he was on track for Calculus in 10th grade. Now, he can't make it past Algebra II. As near as I can figure out, he doesn't like just learning the algorithms, he wants to understand why things like the quadratic equation work the way they do.
We're doing an online charter high school with access to many programs. Tried Silicon Valley but he didn't like the format of various unconnected YouTube videos and webpages. Tried a short course through art of problem solving, which he liked, but the chat only format gave him too much leeway to zone out. Any recommendations for an online fully independent or one-day a week live program that will, if not reignite his love of math, get him the remaining credits he needs to graduate?
Dear Young Scholar parent,
Thank you for your question. A shift like this can feel confusing—especially after years of watching your son thrive in math. It makes sense that you’re pausing to reassess and consider what he needs at this stage.
From what you describe, this seems less like a loss of ability and more like a change in fit. In our community, we can see Young Scholars begin to disengage when the learning environment no longer aligns with how they think, and it often manifests as underachievement. When the emphasis moves toward applying algorithms rather than unpacking why they work, students, like your Young Scholar, who are motivated by depth and coherence can feel untethered.
Even if your Young Scholar is maintaining decent grades, he may not be experiencing math as stimulating or meaningful right now. That distinction is important. Performance can continue for quite some time on ability alone. Engagement, however, requires connection.
Before making decisions about programs or pathways, it may help to slow the process down and open a conversation with him about his experience. Not a problem-solving discussion at first, just curiosity. What has math felt like this year? When did it start to feel different? Does the material seem repetitive? Disconnected from the “why”? Does he feel there is space in class for the kinds of questions he naturally asks?
This kind of dialogue can help uncover the root of what looks like underachievement. The issue may be manifesting now because of a rigid curriculum, one that’s too procedural, one that does not have enough conceptual depth. It could also stem from the classroom dynamic: pacing, instructional style, or a teacher who prioritizes coverage over inquiry. Sometimes even small environmental shifts can significantly change how a student experiences a subject.
Understanding where the friction lives—curricular, relational, structural—provides clarity. And that clarity can make the next step more targeted and effective.
To support you as you think through this stage, you might consider the book Doing Poorly on Purpose by James R. Delisle. It thoughtfully examines the complexities of gifted underachievement and offers strategies that preserve student dignity while fostering re-engagement. Many families find it reassuring simply to see their child’s experience reflected and validated.
Additionally, the following may help you dig deeper into this topic:
Taken together, these perspectives point toward an important shift. If underachievement is emerging, the most productive question may not be, “How do we fix this?” but rather, “What reignites him?” What sparks his intellectual energy? When does he naturally lean in? What kind of thinking feels satisfying and worthwhile to him?
That shift moves the frame from remediation to re-engagement. It communicates trust in his ability and curiosity about his inner experience. For many Young Scholars, reconnecting with even one domain that feels alive again—where ideas are explored, not just executed—can restore momentum across the board.
Building on this understanding of what may be happening beneath the surface, let us shift our focus a bit and explore strategies for supporting and nurturing your Young Scholar’s interests in ways that may make learning math feel meaningful again.
One resource and starting point many families in our community return to is Developing Math Talent by Ann Lupkowski-Shoplik and Susan Assouline. It offers a thoughtful, research-informed framework for understanding math talent in a multifaceted way—addressing not only acceleration and content depth, but also the emotional, social, and motivational aspects of gifted math learners. Families often find that having this broader perspective helps them make more intentional, informed decisions as they move forward around their Young Schoalrs engagement with math.
Building on that foundation, at the end of 2024, we invited several math educators to share their insights on developing math talent in gifted students. You can watch all their talks in the video series, “Understanding the Profoundly Gifted Path: Talent Development in Math”. On that same page, you’ll also find a recording of a Q&A session we hosted with parents, where questions about math talent development were thoughtfully addressed.
In addition, you might consider exploring our Parent Expert Series events featuring educators such as Richard Rusczyk from Art of Problem-Solving, with his talk “How Great Problem Solvers Prepare to Change the World,” and Po-Shen Loh from LIVE, who presented “Using Math to Invent in the Real World, to Save the Next Generation from ChatGPT.” Many of these educators are from online programs that other Young Scholars have attended. We’ve created a comparison chart of those programs .
Before diving further, I want to highlight a few distinctions based on feedback from families that might offer a fresh perspective as you consider options. For example, programs like EMF by IMACS often appeal to students who enjoy working independently and exploring conceptual math deeply. This curriculum emphasizes logic, structure, and abstract reasoning. Differently, programs such as LIVE by Po-Shen Loh tend to focus more on group learning, collaboration, and interactive problem solving. Keeping these lenses in mind may help you and your Young Scholar identify programs that align with his needs and values.
For many families, one part of re-igniting the spark that their Young Scholar has for math involves enrichment of some kind. The following suggestions compile some ways that other Young Scholar families have pursued enrichment in math:
Alongside the above forms of enrichment, you might consider strewing. Strewing is a homeschooling technique that can be used to open students up to new areas of exploration or help them dive deeper into something. This is a technique that can be used to do gentle enrichment in any area. Strewing involves leaving interesting things around the house in spots where your Young Scholar is likely to stumble across them. This is a way to inspire curiosity and to introduce Young Scholars to new topics that they may not find themselves. For a student whose relationship with math feels strained, strewing can separate curiosity from performance. When math is no longer tied to grades, pacing guides, or mastery checks, it can reappear as something exploratory again. Below are a few resources to dve deeper into this idea:
In reviewing resources on strewing, a few tips came up time and again:
- It takes time to figure out how to effectively strew for your child and not every strew will be a homerun. That’s okay.
- It’s important to really think about where to strew so that your child does easily run into the strew. For example, new books nestled into the bookcase don’t stand out as much as one book propped up and facing outward from the bookcase.
- Modeling curiosity and sharing your interests may be helpful. Perhaps a little strewing for yourself—the parent—would be nice.
A few other resources that may be helpful or just fun to explore on this journey might also be:
Another approach many Young Scholar families find valuable in re-igniting a spark is working with a tutor or mentor, not in the traditional sense of direct instruction, but as a guide for exploring deeper questions. This can be someone who engages with their “why” questions, sparks curiosity, and explores math in creative, playful, and meaningful ways The article, “Finding an Advanced Tutor or Mentor for Your Gifted Child” goes into detail on the differences between an advanced tutor and mentor, as well as the process for finding one. It’s worth mentioning that building these relationships takes time. If your student has a favorite teacher, it’s likely because that teacher put time and effort into getting to know your student and building rapport.
Building rapport with a mentor or tutor doesn’t just mean being polite and respectful of their time. Many Young Scholars are seeking out a mentor or tutor because of their passion for a certain subject or topic. The mentor or tutor is likely to agree to do such because they are equally passionate. Your Young Scholar’s passion can fuel his rapport building with potential tutors or mentors
To support this process, here are a few tutors and mentors that Young Scholar families have shared positive experiences with. Please note that the Davidson Institute doesn’t endorse any specific professional. We’re merely sharing what other families have told us as a starting point for you to research who may be a good fit for your Young Scholar:
Implementing any these ideas will take time, patience, and collaboration, but you’ve already laid a strong foundation by approaching your son’s education with insight and empathy. If you have follow-up questions, need clarification on any of the resources mentioned, or simply want to talk through how these ideas might apply more specifically to your son’s situation, you can always submit another Ask a Family Consultant. Otherwise, we look forward to seeing you on DMC or at an upcoming event.
Warmly,
Your Family Consultant
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