ASU MAT 117 College Algebra: Complete Course Guide & Success Strategies

MAT 117 (College Algebra) at Arizona State University represents a critical gateway course for students across numerous majors. As one of ASU’s most widely enrolled mathematics courses, MAT 117 serves over 10,000 students annually, both on physical campuses (Tempe, Downtown Phoenix, Polytechnic, West) and through ASU Online. Despite its “introductory” designation, MAT 117 challenges many students with its abstract concepts, adaptive learning platform, and pace of content delivery.

This comprehensive guide provides everything you need to understand MAT 117’s structure, prepare for its specific challenges, master core concepts, and develop effective study strategies. Whether you’re a prospective student planning your course sequence, currently enrolled and struggling, or simply researching what to expect, understanding MAT 117’s demands is essential for academic planning and success.

According to research from the Mathematical Association of America, college algebra courses like MAT 117 have among the highest failure and withdrawal rates in higher education—not because students lack mathematical ability, but because the abstract nature of algebra, combined with inadequate prerequisite preparation and technology platform challenges, creates perfect conditions for struggle. Understanding these challenges helps students develop proactive strategies rather than reacting to difficulties after falling behind.

What Is MAT 117 at ASU?

MAT 117 is Arizona State University’s standard College Algebra course, designed to develop algebraic reasoning skills and prepare students for higher-level mathematics, quantitative courses in their majors, and analytical thinking required in professional contexts.

Official Course Description

According to ASU’s academic catalog, MAT 117 covers functions and their properties including polynomial, rational, exponential, and logarithmic functions; systems of equations and inequalities; and applications. The course emphasizes problem-solving, mathematical modeling, and developing fluency with algebraic techniques essential for advanced coursework.

Who Takes MAT 117?

MAT 117 serves diverse student populations:

• Business majors: Students in W. P. Carey School of Business need MAT 117 as prerequisite for business calculus (MAT 210) and statistics courses required for finance, accounting, economics, and supply chain management
• Social science majors: Psychology, sociology, and political science students need MAT 117 for research methods and statistics courses that require algebraic manipulation and function understanding
• STEM students: Engineering and science majors who placed below precalculus use MAT 117 to build foundation before advancing to MAT 170 (Precalculus) and calculus sequence
• Education majors: Future teachers take MAT 117 to strengthen mathematical knowledge needed for teaching K-12 mathematics
• Transfer students: Students transferring from community colleges often take MAT 117 to fulfill ASU’s mathematics general studies requirement if previous coursework doesn’t transfer as equivalent
• Working professionals: Adult learners completing degrees through ASU Online take MAT 117 to satisfy quantitative reasoning requirements for bachelor’s degree completion

Credit Hours and Format

MAT 117 is a 3-credit course offered in multiple formats:

• Traditional semester (16 weeks): In-person sections on ASU campuses with twice-weekly meetings supplemented by ALEKS work
• Accelerated 7.5-week sessions: Compressed format offered through ASU’s Session A and Session B terms
• Fully online (ASU Online): Self-paced within term structure, entirely delivered through ALEKS platform with optional virtual office hours
• Hybrid formats: Combination of occasional in-person meetings with primarily online ALEKS-based instruction

Most students at ASU take MAT 117 entirely or primarily through the ALEKS platform, regardless of format, making understanding ALEKS essential for success.

Course Structure & Components

Understanding MAT 117’s structure helps students allocate time appropriately and recognize what contributes most significantly to final grades.

ALEKS Platform (Primary Delivery Method)

ALEKS (Assessment and Learning in Knowledge Spaces) serves as the primary instructional platform for MAT 117. Unlike traditional textbook-based courses, ALEKS provides:

• Personalized learning paths: Initial knowledge check assesses your current understanding and creates customized sequence of topics to master
• Adaptive instruction: Explanations and problem difficulty adjust based on your performance
• Continuous assessment: Regular knowledge checks verify retention and can reset topics to “unmastered” status if you don’t maintain understanding
• Progress tracking: Visual “pie chart” shows percentage of course content mastered
• Homework assignments: Weekly requirements to master specific number of topics or reach certain pie chart percentages
• Quizzes and exams: Timed assessments delivered through ALEKS with strict submission deadlines

Typical Grading Breakdown

While specific instructors may vary, typical MAT 117 grading includes:

• ALEKS homework/progress (30-40%): Weekly mastery requirements, completing specified topics, maintaining knowledge check performance
• Quizzes (20-30%): Periodic timed assessments covering recent topics
• Exams (30-40%): Midterm and final exams, often cumulative
• Participation/completion (5-10%): Knowledge checks, initial assessment completion, engagement metrics

The exact distribution varies by instructor and semester, but ALEKS work consistently represents majority of the grade, making consistent engagement with the platform essential.

Time Expectations

ASU’s credit hour policy suggests 3 credit hours should require approximately 9-12 hours weekly commitment (3 hours in class + 6-9 hours outside class). For MAT 117:

• Traditional semester format: 2-3 hours weekly in class, 6-9 hours on ALEKS homework and study
• Fully online format: 9-12 hours weekly on ALEKS work, with additional time during quiz and exam weeks
• Accelerated 7.5-week format: Double the weekly time commitment (18-24 hours) due to compressed timeline

Many students underestimate the time required for ALEKS mastery, assuming “homework” means a quick weekly assignment rather than ongoing practice until concepts are fully mastered.

Prerequisites & Preparation

Understanding what knowledge MAT 117 assumes helps students identify preparation gaps and address them before enrollment rather than discovering deficiencies mid-semester.

Official Prerequisites

ASU requires one of the following for MAT 117 enrollment:

• Appropriate score on ASU Mathematics Placement Test
• Grade of C or better in MAT 102 (College Mathematics I)
• Transfer credit equivalent to intermediate algebra
• ACT Math score of 22+ or SAT Math score of 540+

These prerequisites ensure students have foundational algebra skills, but minimal prerequisite performance doesn’t guarantee MAT 117 success—strong prerequisite knowledge is ideal.

Essential Background Knowledge

Students entering MAT 117 should have solid understanding of:

• Arithmetic operations: Working fluently with fractions, decimals, percentages, and negative numbers without calculator dependence
• Order of operations: PEMDAS (Parentheses, Exponents, Multiplication/Division, Addition/Subtraction) applied automatically
• Properties of real numbers: Commutative, associative, and distributive properties; combining like terms
• Linear equations and inequalities: Solving single-variable equations, understanding inequality notation, graphing on number lines
• Basic graphing: Plotting points on coordinate plane, understanding x and y axes, reading coordinates from graphs
• Exponent rules: Product rule, quotient rule, power rule, zero and negative exponents
• Factoring: Greatest common factor, factoring trinomials, difference of squares
• Rational expressions: Simplifying algebraic fractions, finding common denominators

Skills That Predict Success

Beyond content knowledge, certain skills separate successful students from those who struggle:

• Abstract reasoning: Comfort working with variables representing unknown or arbitrary values rather than specific numbers
• Pattern recognition: Ability to identify structural similarities across different-looking problems
• Procedural fluency: Executing multi-step procedures accurately and efficiently
• Self-directed learning: Learning from written explanations and videos without live instruction
• Technology literacy: Navigating unfamiliar software, troubleshooting technical issues independently
• Persistence: Continuing to work through problems despite frustration or initial failures

Self-Assessment: Are You Ready for MAT 117?

Consider additional preparation if you:

• Barely passed prerequisite course with C or struggled significantly
• Haven’t taken mathematics in 2+ years and feel rusty
• Required multiple attempts to pass placement test
• Consistently needed calculator for basic arithmetic in previous courses
• Struggle to explain why algebraic procedures work (not just how to execute them)
• Have math anxiety that interferes with performance on assessments

Students with these warning signs aren’t incapable of succeeding but should consider strengthening foundations before enrollment or plan for additional support during the course.

Topics Covered in MAT 117

Understanding the scope of MAT 117 content helps students anticipate what’s coming and recognize how topics build on each other progressively throughout the semester.

Unit 1: Functions and Their Representations

Key concepts:

• Function definition and notation: f(x) notation, domain and range
• Evaluating functions: Substituting values and simplifying results
• Function representations: Tables, graphs, equations, verbal descriptions
• Function operations: Addition, subtraction, multiplication, division, composition
• Inverse functions: Finding and verifying inverses, graphical relationship

Why this matters: Functions are the foundational concept for all remaining units. Every other topic in MAT 117 involves a specific type of function (polynomial, rational, exponential, logarithmic), so understanding general function properties is essential.

Unit 2: Linear and Quadratic Functions

Key concepts:

• Linear functions: Slope-intercept form, point-slope form, standard form
• Parallel and perpendicular lines: Relationship between slopes
• Linear models and applications: Interpreting slope and y-intercept in context
• Quadratic functions: Standard form, vertex form, intercept form
• Graphing parabolas: Vertex, axis of symmetry, intercepts, direction of opening
• Solving quadratic equations: Factoring, completing the square, quadratic formula
• Applications: Maximum/minimum problems, projectile motion, area optimization

Why this matters: Linear and quadratic functions are the simplest polynomial functions. Mastering these thoroughly provides foundation for higher-degree polynomials and rational functions that follow.

Unit 3: Polynomial and Rational Functions

Key concepts:

• Polynomial functions: Degree, leading coefficient, end behavior
• Graphing polynomials: Zeros, multiplicity, turning points, behavior near zeros
• Division of polynomials: Long division, synthetic division, remainder theorem
• Rational functions: Domain restrictions, vertical asymptotes, horizontal asymptotes, oblique asymptotes
• Graphing rational functions: Intercepts, asymptotes, behavior near asymptotes
• Solving rational equations: Finding common denominators, checking for extraneous solutions

Why this matters: Polynomial and rational functions appear extensively in calculus, economics, and science applications. Understanding asymptotic behavior is particularly crucial for limit concepts in calculus.

Unit 4: Exponential and Logarithmic Functions

Key concepts:

• Exponential functions: Growth and decay, compound interest, continuous compounding
• Graphing exponential functions: Horizontal asymptotes, domain, range, transformations
• Logarithmic functions: Definition as inverse of exponential, common and natural logarithms
• Properties of logarithms: Product rule, quotient rule, power rule, change of base
• Solving exponential equations: Using logarithms to isolate variables in exponents
• Solving logarithmic equations: Converting to exponential form, using properties
• Applications: Population growth, radioactive decay, pH calculations, earthquake intensity

Why this matters: Exponential and logarithmic functions model real-world phenomena more accurately than polynomial functions for many applications. These concepts are foundational for business (compound interest, growth rates), sciences (decay, population dynamics), and social sciences (learning curves, diffusion of innovations).

Unit 5: Systems of Equations and Inequalities

Key concepts:

• Systems of linear equations: Substitution method, elimination method, graphical interpretation
• Systems of linear inequalities: Graphing solution regions, identifying feasible regions
• Systems of nonlinear equations: Solving systems involving quadratic, exponential, or logarithmic equations
• Applications: Break-even analysis, mixture problems, optimization

Why this matters: Systems of equations are essential for business applications (supply and demand equilibrium, cost-revenue-profit analysis) and modeling situations with multiple constraints or variables.

Optional/Variable Topics

Depending on instructor and semester, MAT 117 may also include:

• Sequences and series (arithmetic and geometric)
• Combinatorics and basic probability
• Conic sections (circles, ellipses, parabolas, hyperbolas)
• Matrices and determinants

Why MAT 117 Is Challenging

Understanding specific challenges helps students develop targeted strategies rather than feeling generically overwhelmed. MAT 117’s difficulty stems from multiple compounding factors.

Challenge 1: Abstract Nature of Algebra

Unlike arithmetic (working with specific numbers), algebra requires:

• Working with variables: x and y represent unknown or arbitrary values, requiring students to reason about entire classes of numbers rather than specific calculations
• Symbolic manipulation: Following rules that may not have obvious numerical meaning (why does x⁰ = 1? Why does √(x²) = |x| not just x?)
• Multiple representations: Same concept expressed as equation, graph, table, or verbal description—students must translate fluently between representations
• Inverse thinking: Instead of “given x, find f(x)” students must solve “given f(x), find x”—reversing their natural thinking direction

Challenge 2: ALEKS Adaptive Platform

The technology platform itself creates challenges:

• Knowledge checks reset progress: Just when students feel they’re advancing, knowledge checks can un-master topics, forcing rework and creating frustration
• No partial credit: ALEKS requires exact answers—correct reasoning with arithmetic error loses full credit
• Strict formatting requirements: Answers must match ALEKS’s expected format exactly (fractions vs. decimals, simplified form, specific notation)
• Learning curve: Students must learn platform navigation, input methods, and quirks alongside mathematics content
• Limited human interaction: Fully online sections provide minimal instructor contact, leaving students dependent on ALEKS’s explanations which may not match their learning style

Challenge 3: Pace and Topic Density

MAT 117 covers substantial content in limited time:

• 16-week semester: New topics every 2-3 class meetings, with limited time for practice before advancing
• 7.5-week accelerated: New topics almost daily, requiring immediate mastery without extended practice time
• Cumulative nature: Later topics build on earlier ones—weak understanding of functions undermines success with polynomial, rational, exponential, and logarithmic functions

Challenge 4: Assessment Time Pressure

Timed quizzes and exams create additional stress:

• Students who understand concepts but work slowly face time management challenges
• Test anxiety amplifies under strict time limits
• No opportunity to review work before submission on timed ALEKS assessments
• Technical issues (internet disconnections, browser crashes) can consume precious time

Challenge 5: Weak Prerequisite Preparation

Many students enter MAT 117 without truly solid algebra foundations:

• Passed prerequisite course with C, indicating surface-level understanding
• Long gap since last mathematics course, with significant skill decay
• Prerequisite course used different methods or notation than MAT 117 expects
• Memorized procedures without conceptual understanding, which fails when problems vary from practiced examples

The 5 Hardest Topics in MAT 117 (With Worked Examples)

While every student struggles with different aspects of college algebra, five topics consistently appear in tutoring requests, discussion board questions, and student complaints. Understanding these challenging areas helps you allocate extra study time and recognize when to seek help proactively.

1. Rational Functions and Asymptotes

Rational functions—ratios of polynomials—require understanding domain restrictions, asymptotic behavior, and graphing techniques that differ fundamentally from polynomial functions. Students struggle because rational functions involve division by expressions that can equal zero, creating discontinuities and asymptotes.

Example Problem: Find all asymptotes and sketch the graph of f(x) = (2x² – 8)/(x² – 4x + 3)

Solution (Step-by-Step):

1. Factor numerator and denominator:

   f(x) = 2(x² – 4)/(x² – 4x + 3)

   f(x) = 2(x – 2)(x + 2)/[(x – 3)(x – 1)]

2. Find vertical asymptotes (where denominator = 0):

   Denominator = 0 when x = 3 or x = 1

   Neither value makes numerator zero (no cancellation)

   Vertical asymptotes: x = 1 and x = 3

3. Find horizontal asymptote (compare degrees):

   Degree of numerator = 2, Degree of denominator = 2

   When degrees are equal: horizontal asymptote is ratio of leading coefficients

   Leading coefficient of numerator = 2

   Leading coefficient of denominator = 1

   Horizontal asymptote: y = 2/1 = 2

4. Find x-intercepts (where numerator = 0):

   2(x – 2)(x + 2) = 0

   x = 2 or x = -2

   x-intercepts: (-2, 0) and (2, 0)

5. Find y-intercept (evaluate at x = 0):

   f(0) = 2(0 – 2)(0 + 2)/[(0 – 3)(0 – 1)]
   f(0) = 2(-2)(2)/[(-3)(-1)]
   f(0) = -8/3

   y-intercept: (0, -8/3)

Why this is hard: Students confuse vertical asymptotes (found from denominator) with horizontal asymptotes (found from degree comparison). They forget to check for holes (common factors in numerator and denominator), misapply degree-comparison rules, and struggle visualizing asymptotic behavior where function approaches but never reaches a line.

Key strategies: Always factor completely first. Memorize three horizontal asymptote rules: (1) If degree of numerator < degree of denominator → y = 0; (2) If degrees equal → y = ratio of leading coefficients; (3) If degree of numerator > degree of denominator → no horizontal asymptote (oblique asymptote instead). Practice sketching rational functions until asymptotic behavior becomes intuitive.

2. Logarithmic Equations and Properties

Logarithms confuse students because they’re inverse functions of exponentials, require understanding multiple properties simultaneously, and involve notation that feels unfamiliar. Solving logarithmic equations requires strategic application of properties and careful attention to domain restrictions.

Example Problem: Solve: log₃(x + 5) + log₃(x – 1) = 2

Solution:

1. Apply product property of logarithms:

   log₃[(x + 5)(x – 1)] = 2

2. Convert to exponential form:

   (x + 5)(x – 1) = 3²

   (x + 5)(x – 1) = 9

3. Expand and simplify:

   x² – x + 5x – 5 = 9

   x² + 4x – 5 = 9

   x² + 4x – 14 = 0

4. Solve using quadratic formula:

   x = [-4 ± √(16 + 56)]/2

   x = [-4 ± √72]/2

   x = [-4 ± 6√2]/2

   x = -2 ± 3√2

   x ≈ 2.24 or x ≈ -6.24

5. Check domain restrictions:

   For log₃(x + 5): need x + 5 > 0 → x > -5

   For log₃(x – 1): need x – 1 > 0 → x > 1

   Therefore x must be greater than 1

   x = -2 – 3√2 ≈ -6.24 is extraneous (violates domain)

   Solution: x = -2 + 3√2 ≈ 2.24

Why this is hard: Students forget that logarithms only accept positive arguments, leading to extraneous solutions. They confuse logarithm properties (product rule vs. power rule vs. quotient rule), struggle converting between logarithmic and exponential forms, and lose track of which base they’re working with (common log base 10, natural log base e, or arbitrary base).

Key strategies: Always check domain restrictions at the end—logarithm equations frequently produce extraneous solutions. Memorize the three core properties: log(ab) = log(a) + log(b); log(a/b) = log(a) – log(b); log(aⁿ) = n·log(a). When solving, look for opportunities to combine logarithms using properties, then convert to exponential form.

3. Composition of Functions

Function composition—applying one function to the result of another—requires careful attention to order of operations and domain considerations. The notation (f ∘ g)(x) or f(g(x)) confuses students who don’t understand it means “apply g first, then apply f to that result.”

Example Problem: Given f(x) = √(x + 3) and g(x) = x² – 4, find (f ∘ g)(x) and its domain.

Solution:

1. Write the composition:

   (f ∘ g)(x) = f(g(x))

   This means: substitute g(x) into f(x)

2. Perform the substitution:

   f(g(x)) = f(x² – 4)

   f(x² – 4) = √[(x² – 4) + 3]
   (f ∘ g)(x) = √(x² – 1)

3. Find domain of composition:

   For square root, need: x² – 1 ≥ 0

   x² ≥ 1

   |x| ≥ 1

   Domain: x ≤ -1 or x ≥ 1

   In interval notation: (-∞, -1] ∪ [1, ∞)

Comparison with reverse composition:

If we found (g ∘ f)(x) instead:

• (g ∘ f)(x) = g(f(x)) = g(√(x + 3))
• = (√(x + 3))² – 4
• = x + 3 – 4
• = x – 1
• Domain: x ≥ -3 (from the square root in f(x))

Notice: (f ∘ g)(x) ≠ (g ∘ f)(x) — composition order matters!

Why this is hard: Students confuse the order (which function to apply first), struggle with notation, forget to check domain restrictions from both the inner and outer functions, and make substitution errors when expressions become complex. The fact that composition is not commutative (order matters) contradicts students’ arithmetic intuition where ab = ba.

Key strategies: Always work from inside out—the function closest to x gets applied first. After finding the composition, determine domain by considering: (1) restrictions from the inner function, and (2) restrictions from the outer function after substitution. Draw diagrams showing x → g(x) → f(g(x)) to visualize the flow.

4. Exponential Growth and Decay Applications

Word problems involving exponential functions require translating verbal descriptions into mathematical models, identifying the correct formula, and solving for unknown variables. Students struggle because these problems combine algebraic manipulation with reading comprehension and contextual reasoning.

Example Problem: A bacterial culture starts with 500 bacteria and doubles every 3 hours. How many bacteria will be present after 10 hours?

Solution:

1. Identify the exponential growth model:

   For doubling: A(t) = A₀ · 2^(t/d)

   where A₀ = initial amount, t = time elapsed, d = doubling time

2. Identify known values:

   A₀ = 500 (initial bacteria)

   d = 3 (doubles every 3 hours)

   t = 10 (time we’re interested in)

3. Substitute and calculate:

   A(10) = 500 · 2^(10/3)

   A(10) = 500 · 2^(3.333…)

   A(10) = 500 · 10.08

   A(10) ≈ 5,040 bacteria

Alternative approach using continuous growth:

If using the formula A(t) = A₀e^(kt):

1. First find k using the doubling information:

   When t = 3, A = 2(500) = 1000

   1000 = 500e^(3k)

   2 = e^(3k)

   ln(2) = 3k

   k = ln(2)/3 ≈ 0.231

2. Then calculate A(10):

   A(10) = 500e^(0.231·10)

   A(10) = 500e^(2.31)

   A(10) ≈ 5,040 bacteria

Why this is hard: Students confuse growth rate (r) with growth factor (1 + r), don’t recognize when to use discrete vs. continuous models, struggle translating words like “doubles every” or “decays to half-life” into mathematical formulas, and make unit conversion errors when time is given in different units than the rate.

Key strategies: Identify whether problem describes doubling/halving (use base 2) or percent increase/decrease (use base e or 1 + r). Write down all known information before choosing a formula. Check that your answer makes intuitive sense—growth means the answer should be larger than initial value, decay means smaller.

5. Systems of Nonlinear Equations

Solving systems where at least one equation is nonlinear (quadratic, exponential, logarithmic, etc.) requires combining multiple algebraic techniques strategically. Unlike linear systems with consistent solution methods, nonlinear systems demand flexibility and sometimes produce multiple solution pairs.

Example Problem: Solve the system:

x² + y² = 25

y = x + 1

Solution using substitution:

1. Substitute second equation into first:

   x² + (x + 1)² = 25

2. Expand and simplify:

   x² + x² + 2x + 1 = 25

   2x² + 2x + 1 = 25

   2x² + 2x – 24 = 0

   x² + x – 12 = 0

3. Factor and solve for x:

   (x + 4)(x – 3) = 0

   x = -4 or x = 3

4. Find corresponding y values using y = x + 1:

   When x = -4: y = -4 + 1 = -3

   When x = 3: y = 3 + 1 = 4

5. Verify both solutions:

   Check (-4, -3): (-4)² + (-3)² = 16 + 9 = 25 ✓ and -3 = -4 + 1 ✓

   Check (3, 4): (3)² + (4)² = 9 + 16 = 25 ✓ and 4 = 3 + 1 ✓

   Solutions: (-4, -3) and (3, 4)

Graphical interpretation: The first equation represents a circle centered at origin with radius 5. The second equation is a line with slope 1. The solutions are the two points where the line intersects the circle.

Why this is hard: Students expect one solution (from experience with linear systems) and get confused by multiple solutions. They struggle deciding whether to use substitution or elimination, make algebraic errors when expanding squared binomials, and forget to verify solutions in both original equations (particularly important with radicals or logarithms that can introduce extraneous solutions).

Key strategies: When one equation is linear (or easily solved for a variable), use substitution. When both are nonlinear but structured similarly, elimination may work. Always expect the possibility of 0, 1, 2, or more solutions. Verify all solutions in both original equations. Sketching graphs helps visualize how many intersections to expect.

Complete ALEKS Platform Guide

ALEKS (Assessment and Learning in Knowledge Spaces) is the primary delivery system for MAT 117 at ASU. Understanding how ALEKS works—its logic, quirks, and optimization strategies—dramatically improves efficiency and reduces frustration.

How ALEKS Knowledge Mapping Works

ALEKS uses artificial intelligence to create a detailed map of your mathematical knowledge. Unlike traditional courses that assume everyone starts at the same point, ALEKS:

• Assesses your current understanding through an initial knowledge check
• Identifies prerequisites you’ve mastered and topics you still need to learn
• Creates a personalized learning path showing which topics are accessible now (prerequisites met) versus locked (prerequisites not yet mastered)
• Continuously reassesses through periodic knowledge checks to verify retention
• Adapts instruction based on your demonstrated understanding

This means your ALEKS experience differs from classmates’—you might work on logarithms while they’re working on polynomials, depending on your individual knowledge state.

The ALEKS Pie Chart: Understanding Your Progress

Your ALEKS homepage displays progress as a circular pie chart divided into colored slices:

• Dark blue slices: Topics you can learn right now (prerequisites completed)
• Light gray slices: Topics currently locked (prerequisites not yet met)
• Green slices with checkmarks: Topics you’ve mastered
• White/empty slices: Topics that were mastered but got reset by knowledge checks

Your goal is filling the entire pie with green. Instructors typically require 75-95% completion for full homework credit, with specific percentages varying by assignment.

Mastering Topics vs. Just Completing Problems

ALEKS distinguishes between “working on a topic” and “mastering a topic.” To master a topic, you must:

• Correctly solve multiple problems (typically 3-5) on that topic consecutively
• Demonstrate understanding across different problem variations
• Complete problems without excessive use of the “Explain” button

Simply getting one problem correct doesn’t master the topic—ALEKS requires consistent demonstration of understanding. This frustrates students who expect “one correct answer = done.”

Knowledge Checks: The Progress Reset Mechanism

Knowledge checks are ALEKS’s quality control system, ensuring you retain mastered topics rather than forgetting them after initial exposure. Typically occurring weekly or bi-weekly, knowledge checks:

• Randomly select topics from your “mastered” list
• Ask 10-30 questions covering those topics
• Un-master any topics where you answer incorrectly
• Can reset significant portions of your pie chart if retention is poor

Why knowledge checks feel unfair: You might master logarithms in Week 3, but a knowledge check in Week 6 tests logarithms when you haven’t thought about them for three weeks. If you’ve forgotten, ALEKS removes mastery status—even though you legitimately learned it originally.

Strategies for knowledge checks:

• Review previously mastered topics for 20-30 minutes before each knowledge check
• Keep notes organized by topic so you can quickly review specific concepts
• Don’t rush—knowledge checks are untimed, so take time to work carefully
• If topics get reset, re-master them immediately before forgetting even more
• Treat knowledge checks as seriously as quizzes—they significantly impact your grade through homework completion percentages

The “Explain” Button: When and How to Use It

During homework (but not quizzes or exams), ALEKS provides an “Explain” button showing worked examples for problems. Strategic use helps learning; overuse creates dependency without understanding.

Effective use:

• Attempt the problem yourself first, even if uncertain
• If you get it wrong, try again before clicking Explain
• When viewing explanation, work through it actively with paper and pencil, not just reading passively
• After viewing explanation, try a new problem immediately to confirm understanding
• Use Explain for problems where you’re completely stuck, not just slightly uncertain

Ineffective use:

• Immediately clicking Explain without attempting the problem
• Reading explanation without working through steps yourself
• Using Explain for every single problem (creates illusion of understanding without independent mastery)
• Copying the pattern from explanation without understanding why it works

Input Formatting: Why ALEKS Rejects Correct Answers

ALEKS is extremely particular about answer formatting. Even mathematically correct answers get marked wrong if formatting doesn’t match expectations:

Before submitting answers:

• Read the problem carefully to determine expected format
• Simplify fractions completely
• Leave radicals in exact form unless specifically asked for decimals
• Use ALEKS’s built-in tools (fraction template, square root button, exponent button) rather than typing symbols
• Double-check that coordinates are in correct order (x-coordinate first, then y-coordinate)

Time Management Within ALEKS

ALEKS doesn’t tell you how long topics will take, making it hard to budget time. General guidelines:

• New topics (never seen before): 20-40 minutes per topic including learning, practice, and mastery
• Review topics (previously learned): 10-20 minutes per topic
• Re-mastering reset topics: 5-15 minutes per topic (faster because you’ve learned before)
• Knowledge checks: 30-60 minutes depending on number of questions
• Quizzes: Timed, typically 60-90 minutes
• Exams: Timed, typically 120-180 minutes

For weekly homework requiring 15-20 topics mastered: budget 6-10 hours spread across multiple days, not attempted in one marathon session.

Study Strategies for College Algebra

Succeeding in MAT 117 requires strategies specifically adapted to college algebra’s abstract nature and ALEKS’s platform-specific demands. Traditional approaches designed for memorization-heavy courses don’t work effectively for conceptual, problem-solving mathematics.

Strategy 1: Practice Problems Trump Passive Review

College algebra is a performance skill, like playing an instrument or a sport. You can’t learn to play piano by reading about music theory, and you can’t learn algebra by reading examples.

Effective practice:

• Work problems yourself before checking answers
• Struggle with problems for 5-10 minutes before looking at solutions
• Work problems without looking at examples or notes initially
• Practice varied problem types, not just repeated similar problems
• Work problems at random intervals (distributed practice) rather than all at once

Ineffective practice:

• Reading worked examples without attempting problems yourself
• Looking at solution immediately when stuck
• Only working problems identical to examples
• Massed practice (50 problems in one sitting then nothing for days)
• Copying steps without understanding why they work

Strategy 2: Focus on Concepts, Not Just Procedures

Many students try memorizing steps without understanding underlying logic. This fails when problems vary slightly from practiced examples.

Conceptual understanding questions to ask yourself:

• “Why does this method work?” not just “What steps do I follow?”
• “What would happen if I changed this part of the problem?”
• “How does this connect to previous topics?”
• “Can I explain this concept to someone else without looking at notes?”
• “What are multiple ways to solve this problem?”

Example: Instead of memorizing “to solve quadratics, use the quadratic formula,” understand that you’re finding x-values where the parabola crosses the x-axis, which can be done by factoring (when possible), completing the square, or quadratic formula—each method reveals different insights about the function.

Strategy 3: Create Comprehensive Formula Sheets

Even though you may not be allowed formula sheets on exams, creating them is valuable study activity:

• Organize by topic: Functions, polynomials, rational functions, exponentials, logarithms, systems
• Include key formulas: Quadratic formula, logarithm properties, exponent rules, distance/midpoint formulas
• Add example problems: Not just formulas but worked examples showing application
• Note common mistakes: “Remember: log(a + b) ≠ log(a) + log(b)”
• Create visually: Use colors, boxes, diagrams—not just text lists

The act of deciding what’s important enough to include, organizing information logically, and writing it in your own words creates powerful learning—even if you never reference the sheet during exams.

Strategy 4: Use Multiple Representations

Algebra concepts can be represented as equations, graphs, tables, or verbal descriptions. Strong understanding requires translating fluently between representations.

For every function type you learn:

• Write the general equation
• Sketch the characteristic graph shape
• Create a table showing input-output patterns
• Describe the function’s behavior in words
• Identify real-world situations it models

Example for exponential growth:

• Equation: f(x) = a·b^x where b > 1
• Graph: Curves upward, horizontal asymptote at y = 0, passes through (0, a)
• Table: As x increases by 1, f(x) multiplies by b
• Words: “Quantity that increases by constant percentage each time period”
• Real-world: Population growth, compound interest, viral spread

Strategy 5: Teach Concepts to Others

The Feynman Technique—explaining concepts in simple language as if teaching someone else—reveals gaps in understanding:

• Join or form study groups and take turns explaining topics
• Explain concepts to friends, family, or roommates (even if they don’t understand math—the exercise helps you)
• Write explanations of topics in your own words
• Create practice problems for study partners
• Help classmates in discussion boards or tutoring centers

If you can’t explain something simply, you don’t truly understand it—and teaching reveals exactly where your understanding breaks down.

Strategy 6: Review Before Moving Forward

College algebra is cumulative—later topics build on earlier foundations. Weak understanding early creates compounding problems later.

Before each new unit, review:

• Key formulas from prerequisite topics
• Problems you struggled with previously
• Connections between old and new material

Example: Before studying logarithms, review exponent rules thoroughly. Before rational functions, review polynomial division and factoring. The 15 minutes spent reviewing saves hours of confusion when new topics build on shaky foundations.

Strategy 7: Leverage ASU Resources Beyond ALEKS

ASU provides numerous support resources that many students never utilize:

• Math Resource Center: Free drop-in tutoring at all ASU campuses and virtual options for online students
• Supplemental Instruction: Peer-led study sessions for high-enrollment courses including MAT 117
• Office hours: Instructor and TA office hours provide individualized help
• Online resources: ASU library provides access to video tutorials, practice problem databases, and digital textbooks
• Study groups: Canvas discussion boards help connect with classmates for collaborative study

Students who use support resources early (Weeks 1-2) perform significantly better than those who wait until they’re failing (Week 8+) to seek help.

Time Management Strategies

Time management challenges in MAT 117 stem from ALEKS’s open-ended structure—unlike traditional courses with fixed homework due dates and specific page ranges to read, ALEKS requires students to self-regulate their learning pace. Effective time management strategies are essential for success.

Weekly Time Budget for MAT 117

Realistic time expectations based on student reports and ASU’s credit hour policy:

• Traditional 16-week semester: 9-12 hours weekly (3 hours class attendance + 6-9 hours ALEKS work and study)
• Accelerated 7.5-week session: 18-24 hours weekly (double the pace requires double the time)
• Exam weeks: Add 3-5 hours for focused exam preparation beyond regular ALEKS work

Breaking down the 9-12 weekly hours:

• ALEKS homework (mastering new topics): 5-7 hours
• Knowledge check preparation and completion: 1-2 hours
• Review and practice beyond ALEKS minimum: 2-3 hours
• Quiz/exam preparation (when applicable): 2-4 hours

Daily vs. Weekly Study Patterns

Research on learning shows distributed practice (shorter sessions across multiple days) produces better retention than massed practice (marathon sessions once or twice weekly).

Effective daily pattern:

• Monday-Friday: 90-120 minutes daily on ALEKS work
• Saturday or Sunday: 2-3 hours for knowledge check review, practice problems, or exam preparation
• Daily micro-review: 10-15 minutes reviewing previous topics before bed (aids overnight consolidation)

Why this works better than weekend cramming: Daily exposure keeps concepts active in working memory, spacing between sessions allows consolidation, and consistent engagement prevents ALEKS knowledge checks from catching you off-guard with forgotten material.

Scheduling Around ALEKS Deadlines

ALEKS assignments typically have Sunday 11:59 PM deadlines. Strategic students don’t wait until Sunday evening:

Recommended timeline:

• Monday-Wednesday: Work on new topics, aim for 60-70% of weekly requirement
• Thursday-Friday: Complete remaining topics, review any that feel shaky
• Saturday-Sunday: Buffer time for unexpected difficulties, re-mastering reset topics, or exam preparation

This approach provides cushion for inevitable challenges—technical problems, topics that take longer than expected, personal emergencies—without last-minute panic.

Prioritization When Time Gets Tight

During busy weeks with competing demands from other courses or life obligations, strategic prioritization is essential:

Priority hierarchy for MAT 117:

1. Exams and quizzes (highest priority): Directly impact large portions of grade, cannot be made up
2. ALEKS homework completion: Typically 30-40% of grade, substantial impact
3. Knowledge checks: Impact homework grade through mastery percentages
4. Extra practice beyond minimum: Valuable but can be reduced when time-crunched
5. Optional activities: Discussion boards, supplemental resources—nice but not essential

When facing time constraints, maintain minimum homework and exam preparation while temporarily reducing extra practice—not ideal, but better than spreading yourself too thin and performing poorly on everything.

Recognizing When You’re Behind

Early intervention prevents falling irreparably behind. Red flags indicating you need to adjust approach:

• Consistently completing weekly ALEKS work on Sunday evening (no buffer time)
• Knowledge checks resetting 20%+ of your pie chart regularly
• Spending 15+ hours weekly but still not completing requirements
• Quiz scores consistently 10+ points below homework performance
• Feeling constantly confused despite hours of effort

If multiple red flags apply, seek help immediately—ASU Math Resource Center, instructor office hours, or tutoring. Waiting until midterm to address problems makes recovery extremely difficult.

Applications by Major: Why MAT 117 Matters

Understanding how college algebra connects to your specific major increases motivation and helps you recognize relevant applications in coursework. MAT 117 isn’t just a hurdle to clear—it builds foundational skills you’ll use throughout your degree and career.

Business Majors (W. P. Carey School of Business)

Direct applications in required courses:

• Business Calculus (MAT 210): Requires strong function understanding, graphing skills, and algebraic manipulation developed in MAT 117
• Business Statistics (QBA 221): Uses exponential functions for growth models, logarithms for data transformations, systems of equations for statistical inference
• Managerial Economics (ECN 211/212): Supply-demand analysis uses systems of equations; elasticity calculations require function derivatives (calculus building on algebra)
• Finance (FIN 300): Time value of money calculations extensively use exponential functions and logarithms for present value, future value, and compound interest

Career applications: Financial analysts use exponential models for investment growth projections, marketing professionals analyze logarithmic relationships between advertising spend and sales, operations managers optimize using systems of inequalities, accountants work with depreciation models using exponential decay.

Psychology and Social Sciences

Direct applications in required courses:

• Research Methods (PSY 230): Understanding functions and graphs essential for interpreting research findings, recognizing relationships between variables
• Statistics (PSY 230): Correlation and regression build directly on linear functions; probability distributions use exponential and logarithmic transformations
• Cognitive Psychology: Learning curves and memory decay follow exponential and logarithmic functions
• Developmental Psychology: Growth models use polynomial and exponential functions to describe developmental trajectories

Career applications: Clinical psychologists interpret assessment scores using statistical functions, researchers design studies requiring understanding of functional relationships, program evaluators analyze intervention effectiveness using regression models from linear algebra.

STEM Fields (Engineering, Computer Science, Sciences)

Direct applications in required courses:

• Precalculus (MAT 170): Direct continuation of MAT 117 topics with added trigonometry
• Calculus sequence (MAT 265/266/267): Differentiation and integration require fluent algebraic manipulation of polynomial, rational, exponential, and logarithmic functions
• Physics (PHY 121/131): Kinematics uses quadratic functions; decay processes use exponentials; circuit analysis uses systems of equations
• Chemistry: pH calculations use logarithms; rate laws use exponentials; stoichiometry uses systems of equations
• Computer Science: Algorithm complexity analysis uses logarithms; data structures performance uses exponential and polynomial functions

Career applications: Engineers model systems using differential equations requiring strong algebra foundations, computer scientists analyze algorithm efficiency using logarithmic and exponential complexity classes, scientists fit experimental data to mathematical models using regression techniques from algebra.

Education Majors

Direct applications in required courses:

• Mathematics for Elementary Teachers: Requires understanding mathematical concepts deeply enough to explain them to children
• Secondary Math Methods: Future math teachers must master content they’ll teach, including all college algebra topics
• Assessment and Evaluation: Understanding statistical relationships requires function concepts

Career applications: Teachers must explain why algebraic procedures work, not just demonstrate them; design assessments requiring understanding of function concepts; help students connect abstract mathematics to real-world applications; identify and correct student misconceptions about algebraic reasoning.

Nursing and Health Sciences

Direct applications in required courses:

• Pharmacology: Drug dosage calculations use rational functions; drug half-life elimination uses exponential decay; loading doses use logarithms
• Statistics/Research Methods: Understanding medical research requires interpreting functional relationships, growth curves, and statistical models
• Chemistry prerequisites: pH calculations (logarithms), rate laws (exponentials), dilution problems (rational functions)

Career applications: Nurses calculate medication dosages using proportional reasoning (rational functions), interpret lab values understanding exponential relationships (bacterial growth, medication levels), analyze patient data recognizing functional patterns (vital sign trends), understand research literature presenting mathematical models of disease progression.

MAT 117 for ASU Online Students

ASU Online students face unique challenges taking MAT 117 entirely through ALEKS without regular face-to-face class meetings. Understanding these specific challenges and available support systems helps online students succeed.

Differences Between Online and Campus Sections

Success Strategies Specific to Online Students

1. Create External Structure

Without scheduled class meetings, you must create your own structure:

• Block specific times in your calendar for MAT 117 work and treat them as mandatory appointments
• Establish a dedicated study space separate from relaxation areas
• Use timer techniques (Pomodoro: 25 minutes focused work, 5 minute break) to maintain concentration
• Join or create virtual study groups through Canvas or external platforms

2. Proactively Engage with Instructor

Online students must initiate contact rather than relying on class meetings:

• Email questions within 24 hours of getting stuck, don’t wait days hoping you’ll figure it out
• Attend all available virtual office hours, even if just to listen to others’ questions
• Use discussion boards actively—both asking and answering questions
• Schedule individual Zoom meetings during instructor office hours for complex questions

3. Combat Isolation

Online learning can feel isolating, which undermines motivation:

• Connect with classmates through Canvas discussion boards or creating external GroupMe/Discord
• Participate in ASU Online student success programming and peer networks
• Consider in-person study sessions at local libraries if other ASU Online students live nearby
• Share your goals and progress with family/friends for external accountability

4. Technical Preparation

Online students depend entirely on technology functioning smoothly:

• Test ALEKS access before first assignment deadline, not the day work is due
• Have backup internet access identified (library, coffee shop, mobile hotspot) for emergencies
• Practice with Respondus LockDown Browser before first proctored exam
• Keep browser and plugins updated to avoid compatibility issues
• Take screenshots of technical errors for instructor documentation if problems occur

Support Resources for ASU Online Students

• ASU Online Success Coaches: Help with time management, study strategies, balancing online learning with other obligations
• Virtual Math Tutoring: ASU provides online tutoring appointments and drop-in virtual sessions
• Technical Support: 24/7 technology help desk for ALEKS access issues, browser problems, proctoring software
• Library Services: Online chat reference librarians can help locate mathematics resources
• Disability Resources: Accommodations available for online students including extended time, alternative formats

Common Online Student Challenges

• Procrastination amplified: Without scheduled class meetings, it’s easy to put off work until deadline pressure forces action
• Technology dependence: Internet outages, browser issues, or ALEKS glitches impact online students more severely than campus students
• Limited immediate help: When stuck at 10 PM, campus students can text classmates or drop by study groups; online students wait for email responses or scheduled office hours
• Proctored exam stress: Webcam proctoring creates additional anxiety and technical requirements beyond just knowing mathematics
• Self-teaching burden: ALEKS’s explanations may not match your learning style, requiring you to seek supplemental resources independently

Frequently Asked Questions

Conclusion: Your Path to MAT 117 Success at ASU

MAT 117 at Arizona State University represents a significant academic challenge, but understanding exactly what makes it difficult empowers you to develop effective strategies rather than feeling overwhelmed. This course combines abstract algebraic reasoning, an adaptive technology platform with unique demands, substantial time requirements, and cumulative structure where later topics build on earlier foundations—creating conditions where many students struggle despite genuine effort and mathematical capability.

The key insights from this comprehensive guide:

• Time investment is non-negotiable: 9-12 hours weekly (18-24 for accelerated sessions) is realistic for success. Attempting to shortcut this with cramming or minimal effort typically results in poor performance.
• ALEKS requires strategic navigation: Understanding knowledge checks, formatting requirements, and effective use of platform features dramatically improves efficiency and reduces frustration.
• The five hardest topics need extra attention: Rational functions, logarithms, composition, exponential applications, and nonlinear systems consistently challenge students—allocate additional practice time to these areas.
• Daily practice beats weekend marathons: Distributed practice (90 minutes daily) produces better retention and understanding than massed practice (8-hour weekend sessions).
• Support resources exist—use them early: ASU’s Math Resource Center, instructor office hours, and tutoring services are most effective when accessed in Weeks 1-2, not Week 12 after falling irreparably behind.
• Connection to your major increases motivation: Understanding how college algebra applies in your specific field of study helps sustain effort through difficult content.

Making Strategic Decisions

Success in MAT 117 requires honest self-assessment about your preparation, available time, and learning needs:

If you have solid prerequisite knowledge, adequate time for 9-12 hours weekly, and access to support resources: MAT 117 is challenging but achievable through consistent effort, strategic study approaches, and proactive help-seeking when concepts don’t click immediately.

If you’re working full-time, taking multiple demanding courses, or have weak prerequisite preparation: Seriously consider whether this is the optimal semester for MAT 117. Taking the course during a lighter term, using summer session to focus intensively, or strengthening prerequisites before enrollment may produce better outcomes than struggling through with insufficient time and foundation.

If you’re in Week 3-4 and knowledge checks are resetting 30%+ of your pie chart: Assess whether your current approach is sustainable or whether strategic withdrawal and retake with better preparation serves your academic goals more effectively.

Support When Traditional Approaches Aren’t Enough

Students who’ve utilized ASU’s support resources, invested adequate time, and developed strong study strategies but still struggle have additional options. For some students, the combination of work obligations, family responsibilities, and competing coursework makes dedicating necessary time to MAT 117 impossible despite best intentions.

Professional academic services like ALEKS math assistance provide comprehensive support for students who need guaranteed results rather than continued struggle. With an A/B grade guarantee and deep understanding of ALEKS’s adaptive system, such services help students navigate MAT 117’s specific challenges when circumstances make traditional success paths unavailable.

Whether you succeed through independent effort, ASU’s support systems, or professional assistance, the goal remains completing MAT 117 with the grade needed to progress toward your degree and career goals. Every student’s situation is unique, and choosing the approach that fits your individual circumstances—not comparing yourself to idealized scenarios—is what matters.

MAT 117 is one semester (or 7.5 weeks) of intensive work, but it’s not insurmountable. With realistic expectations about time requirements, strategic use of available resources, consistent effort across the term rather than last-minute cramming, and willingness to seek appropriate help when needed, you can successfully complete this challenging course and move forward in your academic journey.

Ready to get started with MAT 117 support? Contact us to discuss how we can help you achieve the grade you need in College Algebra at Arizona State University.