Scientists can't agree to what extent human intelligence is inherited vs. acquired, and so asking if doing some activity x will result in an increase in persona

Scientists can't agree to what extent human intelligence is inherited vs. acquired, and so asking if doing some activity x will result in an increase in personal smartness y will result in a wide variety of answers. (sort of a differential equation isn't it? Change in intelligence over time as a function of doing algebraic manipulations every day). There are some plausible benefits - it's likely to help with internal mental organization, for example. However, some thought should be given to how to set to work, in particular avoiding bad habits that eventually thwart future progress (this can happen in say, learning to play a musical instrument). Learning algebra (or any other field) conceptually is like constructing a connected map of various islands, although from reading this article it isn't clear whether that was accomplished. There's no mention of concepts like associativity, distribution, commutation, how this applies to the order of operations when you start mixing up + * - /, and the rather strange but also fundamental notion of identity. For example: https://byjus.com/maths/commutative-property/ https://byjus.com/maths/commutative-property/ This is a bit sad because understanding these concepts opens the doors to fun higher math. Matrix multiplication is generally non-commutative, and this property makes it useful for quantum mechanics calculations. Symmetry operations - rotations and reflections and so on - are not generally commutative, but are associative. This is all very important in things like protein crystallography. A solid grasp of these ideas also allows for the introduction of the concept of groups as a way of looking at algebra. Here's a great series on that whole business: https://www.socratica.com/lesson/groups-motivation-for-definition https://www.socratica.com/lesson/groups-motivation-for-defin... A good rule is to spend at least as much time understanding fundamental concepts and abstractions as on working out the results of specific explicit examples.