A Novel Method to Solve Quadratic Equations
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| Title: | A Novel Method to Solve Quadratic Equations |
|---|---|
| Language: | English |
| Authors: | Jake Massey |
| Source: | Mathematics Teacher: Learning and Teaching PK-12. 2026 119(2):147-150. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Equations (Mathematics), Problem Solving, Mathematics Education, Secondary School Mathematics, Mathematical Concepts, Concept Formation, Misconceptions |
| DOI: | 10.5951/MTLT.2025.0155 |
| ISSN: | 0025-5769 2330-0582 |
| Abstract: | Quadratic equations are one of the central concepts developed in secondary mathematics education, and methods such as factoring, completing the square, and using the quadratic formula are commonly taught to help students find their zeros. Although these approaches are mathematically valid, are well established, and offer valuable insight into solving quadratic equations, they can sometimes be taught in ways that emphasize procedure over structure. This article offers a fresh approach to solving quadratics, a procedure as universally applicable as the quadratic formula that can be used to facilitate deeper understanding of quadratic equations. This method is not intended to replace existing approaches but to serve as an additional tool that fosters reasoning and conceptual development. By focusing on the vertex as a central feature of the function, this strategy provides students with an intuitive, numerically accessible entry point that connects multiple representations. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1500786 |
| Database: | ERIC |
| Abstract: | Quadratic equations are one of the central concepts developed in secondary mathematics education, and methods such as factoring, completing the square, and using the quadratic formula are commonly taught to help students find their zeros. Although these approaches are mathematically valid, are well established, and offer valuable insight into solving quadratic equations, they can sometimes be taught in ways that emphasize procedure over structure. This article offers a fresh approach to solving quadratics, a procedure as universally applicable as the quadratic formula that can be used to facilitate deeper understanding of quadratic equations. This method is not intended to replace existing approaches but to serve as an additional tool that fosters reasoning and conceptual development. By focusing on the vertex as a central feature of the function, this strategy provides students with an intuitive, numerically accessible entry point that connects multiple representations. |
|---|---|
| ISSN: | 0025-5769 2330-0582 |
| DOI: | 10.5951/MTLT.2025.0155 |
