In the past, the phrase **‘Math phobia’** was the launching pad for describing students and other individuals who actively disliked Mathematics. The root cause was fear but that is not all. Some people had restricted abilities in one domain of Mathematics but not in others. **For example**; some students had a fear of Geometry but not Algebra and for some, it was the other way around. Some students were scared of Business Mathematics and some could just not comprehend trigonometry. As there were selective phobias within the umbrella of a vast subject, educators became curious and identified that these students had difficulty in specific cognitive abilities and needed help in these areas.

**Let us take the learner’s fear of Algebra**. Usually, it is reinforced by early attempts at the subject although this is not always the case. There is also a strong association with the belief that Algebra is difficult and commercial Maths is easy. This psychological block spreads on a common platform called the contemporary belief system. Then there is an attempt made under the spell of the block and the learner tends to conclude after the failed attempt that he/she is not capable of Algebra. To remove this fear the whole psychological process of the learner needs to be understood. Fortunately, today we have tutors and instructors who are up to speed with how the complex mechanism of phobias and belief systems operate.

Worksheets are created keeping the psychological processes of learners in mind. The** colors and animation used along with Algebraic problems **strengthen the learners’ faculties the moment their eyes rest on the worksheet. It is not just an exercise to be completed, but a harmony to be observed. This harmony can be experienced by the learners as they realize that the visual appeal corresponds with the Mathematical faculty. They are then able to use their visual faculty well which is needed in solving subjects like Algebra and not just Geometry. This approach is a progressive one that closes the gap between the subject and the learner. The visual faculty, in question strengthens the ability to picture the problem. It is a misconception to assume that** Mathematics is only a logical activity**. There is a spatial dimension involved in it also. In the** online platform of tutoring,** harmony can be experienced by learners. All it takes is a little redefining of approach and Algebra would become your pet subject. **Give Algebra a chance.**