From my experiences of teaching, it boils down to the fact that students aren't well gounded in simple deductive reasoning, recognising how one applies a theoretical result to an example, trusting their own abilities, and they give up on a question that they cannot see an instant answer to. Learning mathematics at this level is no harder than learing conversational French, but it isn't treated like that. There is in particular an over emphasis on explaining the "why" of a result (why is the area of a circle pi r squared) when actually there is no why it is just a formal result no more complicate than the fact that eau is French for water. The teacher in the french class doesn't spend a lesson telling you the etymology of eau (aqua to eau via some bizarre twists). But in maths students all the time will ask but why is the derivative the slope? why do i do this now? because those are the rules. If a student writes 2^a*2^b=2^{ab} it is because they have forgotten the rule, that is all.