Three remedies for algebra difficulties likely to be effective and involving a greater and clearer use of words are proposed for digestion and refinement. The remedies (a)  describe and illustrate three skills for algebra; (b) describe and illustrate the forward & backward use of formulas and equations,  proportionality relations included;  and (c) re-introduces the concept of what is a variable with words that can be understood  first before & then besides the shorthand roles of letters and symbols. The three skills and the two equivalent phrases  "Forward and Backward Use" and "Direct and Indirect Use" vocalizes a unifying and previously unspoken themes in the use of formulas and proportionality relations. Examples showing how appear in chapters 8 to 14 in Volume 2, Three Skills for Algebra.  See too site areas on solving linear equations and on fractions. 

Before or besides the simple use of  formulas in primary school and of the  mastery via numerical examples of  methods for addition, subtraction, multiplication and division of fractions, the algebraic description of these  operations on fractions (rules for them)  may give a taste of the shorthand role to come of letters and symbols in describing  associative, commutative and distributive properties for arithmetic with real and complex numbers.

The unavoidable occurrence of arithmetic and algebraic expressions, better seen in silence, too awkward to read aloud,  has been a huge barrier to the role of words in  understanding and describing algebraic skills and concepts. Formulas and equations like pictures are worth a thousand words. So the exposition or development of skills and concepts has been too quiet. Site pages provide a more vocal, a more audible path. 

Silence in the exposition or explanation of algebraic skills and concepts has twisted or complicated mathematics from first use of simple formulas to full-strength use of algebra in advanced calculus. In retrospect, there has been a domino effect.

While introducing more words into the exposition of mathematics, to lower one barrier and not raise another, we need to remember that  skill development and perfection requires some drill and practice - not too much but enough. The algebraic way of writing and reasoning before or during its development. requires mastery of arithmetic with fractions without a calculator - arithmetic should be repeatable, reproducible, verifiable and automatic. Calculators and spreadsheets may remove the burden of arithmetic in complicated situations, handling data, but a careful command of exact arithmetic with fractions remains a base for operations in algebra, trigonometry and calculus. Calculations with units of measurement and measurements themselves should also be developed and maintained.

Mathematicians: The student need to understand and have an operational command of what is a variable  before any mention of functions and sets in their instruction.  The neat function views may be a set-based codification of a concept that needs to be understood & mastered  before the codification begins.