How Desmos Changed the Game for SAT Math and Why It Is Still Misunderstood

The introduction of Desmos on the digital SAT changed the Math section more than any formula or content update ever has. For the first time, every student taking the SAT has access to a powerful graphing tool built directly into the test. In theory, this should make SAT Math easier. In practice, it has made preparation more complex.

Many students either underuse Desmos or rely on it too heavily. Both approaches lead to lower scores.

Desmos is powerful because it allows students to visualize relationships, test ideas quickly, and reduce algebraic work when the structure of the problem supports it. Systems of equations, function comparisons, intercepts, and checking solutions can often be done faster and more accurately with Desmos than by hand. When used intentionally, Desmos can save time and reduce careless mistakes.

However, Desmos is not a shortcut for weak math skills. To use it effectively, students must understand what they are graphing, what the graph represents, and what the SAT question is actually asking. Without that understanding, Desmos becomes slow, confusing, and sometimes misleading. I regularly see students type correct equations into Desmos but misinterpret the result because they do not fully understand the concept behind the graph.

Another common mistake is assuming that Desmos should always be used when it is available. That mindset often backfires. Some SAT problems are written so that the algebra is short and direct, while setting up Desmos would take longer than solving the problem by hand. In those cases, forcing Desmos into the solution wastes time rather than saving it.

It is also important to understand that the College Board is fully aware of Desmos and how students use it. For every problem where Desmos provides a clear advantage, there are related questions that are designed to limit its usefulness. A slight change in wording, an added condition, or multiple variables can quickly turn Desmos into an inefficient option. This is intentional. The SAT still rewards students who understand the underlying math, not just the tool.

Strong SAT Math students do not start by asking whether they can use Desmos. They start by asking whether they should use it. They quickly assess the structure of the problem and decide whether a graphical approach, an algebraic approach, or a strategy based approach will be most efficient. Desmos is one tool in a larger toolbox, not a universal solution.

When used correctly, Desmos increases confidence and consistency. It helps students confirm answers, visualize relationships, and avoid unnecessary computation. When used blindly, it slows students down and hides gaps in understanding that eventually show up on harder questions.

The students who score the highest on SAT Math are not simply good at using Desmos. They are good at decision making. They know when Desmos adds value and when it does not. That judgment comes from deep content knowledge, experience, and intentional practice.

In the end, Desmos did not replace the need to understand math. It raised the bar. Students who can combine strong math foundations with smart tool usage and efficient decision making are the ones who consistently earn the highest scores.

In the next post, we will introduce a simple framework for making these decisions more consistently by viewing every SAT Math problem through three different lenses.