Solving Quadratic Equations: Is My Analysis Correct?

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Discussion Overview

The discussion revolves around the simplification of quadratic equations, specifically focusing on the cancellation of terms in the expression (6 +/- 2√24)/2. Participants explore different methods of simplification and express their opinions on the correctness of these methods.

Discussion Character

  • Debate/contested
  • Mathematical reasoning

Main Points Raised

  • One participant argues that the teacher's method of cancelling terms directly is incorrect, suggesting that one must factor out a 2 from the numerator before cancelling.
  • Another participant contends that factoring first or distributing the 1/2 first does not change the outcome, emphasizing the distributive property of multiplication.
  • A different participant provides an example to illustrate that both methods lead to the same result, reinforcing the idea that the order of operations does not affect the final answer.
  • Several participants express a desire for clarification on the derivation of the quadratic equation, indicating a broader interest in foundational concepts.
  • Some participants share feelings of embarrassment for asking questions, reflecting a concern about perceived knowledge gaps in mathematical understanding.

Areas of Agreement / Disagreement

Participants do not reach a consensus on the correctness of the cancellation method. There are competing views on whether the teacher's approach is valid, and some participants express confusion or seek further clarification on related topics.

Contextual Notes

Some participants note the limitations of their understanding and the influence of teaching methods on their perceptions of mathematical concepts. There is also mention of the need for proofs and derivations, which remain unaddressed in the discussion.

Who May Find This Useful

This discussion may be useful for students learning about quadratic equations, educators seeking to understand different teaching approaches, and individuals interested in mathematical reasoning and proofs.

Imparcticle
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We were recently reviewing quadratic equations in my algebra 1 class. As my teacher simplified equation after equation on the board, I began to get this nagging feeling there was something incorrect.
I have pin pointed where I believe an error was made.

At this point in solving a quadratic equation, (6 +/- 2 root24)/2, my teacher simply cancels out the 6 and the 2 at once. I disagree here. It is a rule that you cannot cancel each component of an equation where a term is separated by a + or - sign (of course, one can cancel the two since it is being multiplied with the "root24"). Instead, it I believe one must factor out a 2 from the numerator, then cancel out the 2 in the denominator.
my way:

1.)
6 +/- 2 root24 2(3 +/- root24)
-------------- = ---------------- = 3 +/- root24
2 2

2.)
The way my teacher does it:

6 +/- 2 root24 6/2 +/- 2/2 root24 = 3 +/- root24
--------------=
2


I realize that essentially, when you factor (as I did) , you are dividing each term, separately by 2. However on the second example, one is dividing each term by the exact same integer.


is my analysis correct or incorrect?
 
Mathematics news on Phys.org
It is very difficult to figure out your equations. This site has very nice equation capabilities. I suggest that you read this thread
 
Factoring the 2 first or distributing the 1/2 first doesn't change things. Multiplication is distributive.

cookiemonster
 
Last edited:
I wonder if using [ code ][ /code ] will help:

Code:
1.)
6 +/- 2 root24        2(3 +/- root24)
-------------- =    ---------------- = 3 +/- root24
      2                           2
   
2.)                                               
The way my teacher does it:

6 +/- 2 root24     6/2 +/- 2/2 root24 = 3 +/- root24
--------------=
       2
 
How about

[tex]\frac{6 \pm 4\sqrt{6}}{2} = \frac{2(3 \pm 2\sqrt{6})}{2} = 3 \pm 2\sqrt{6}[/tex]

and

[tex]\frac{6 \pm 4\sqrt{6}}{2} = \frac{6}{2} \pm \frac{4\sqrt{6}}{2} = 3 \pm 2\sqrt{6}[/tex]

cookiemonster
 
thank you for your clarification, cookie. I totally understand now.
 
You know I’ve never seen how the quadratic equation is derived, or a proof for it. Would some one post (or link) one please?
 
JonF said:
You know I’ve never seen how the quadratic equation is derived, or a proof for it. Would some one post (or link) one please?
It is just a generalisation of completing the square method: http://mathworld.wolfram.com/QuadraticEquation.html
 
I feel silly for asking now…
 
  • #10
JonF said:
I feel silly for asking now…
Really, why?
It's not your fault that too many math teachers say "that's just the way it is" (usually to cover up their own ignorance/lack of understanding.)
 
  • #11
arildno said:
Really, why?
It's not your fault that too many math teachers say "that's just the way it is" (usually to cover up their own ignorance/lack of understanding.)

BRAVO!, right on the money there. lol
 
  • #12
My favorite: "The proof is left as an exercise to the reader." :)
 

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