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Complex Roots of a Quadratic Equation Graphically. 二次方程的复根图解。
Math Teacher Pub Date : 1900-01-01 DOI: 10.5951/mt.63.3.0229
W. G. Brady
{"title":"Complex Roots of a Quadratic Equation Graphically.","authors":"W. G. Brady","doi":"10.5951/mt.63.3.0229","DOIUrl":"https://doi.org/10.5951/mt.63.3.0229","url":null,"abstract":"Fig. 1. Graphic solution of x2 + ax + b = 0 when the roots are complex. C: y = 2 + a + 6. To find the complex roots a ? i? of (1), proceed as follows: Draw the axis of sym metry of the parabola and mark points V the vertex of the parabola and the inter section of the axis of the parabola with the x-axis. Determine Q so that V is the mid point of segment PQ. Draw the line paral lel to the x-axis passing through Q and intersecting the parabola in points R and S. We shall show a and ? to be the x-coor dinates of and | QS respectively. First by the quadratic formula the roots of (1) are (? a ? Va2 ? 46)/2 and, since a2 ? 46 < 0, the roots may be rewritten as ? a/2 ? t'(/46 ? a2)/2. Hence, a = a/2 and ? = (V46 a2)/2. Now the parabola C: y = 2 + a + 6 of figure 1 has standard form y (6 a2/4) = ( + a/2)2. Thus and V will have coordinates (? a/2, 0), (? a/2, 6 ? a2/4) respectively, and Q will have coordinates (? a/2, 26 ? a2/2). Thus a = ? a/2 is verified as the x-coor dinate of (or V or Q). The fact that ? = I QS remains to be verified. The x-coordinate of points R and S will be found by solving the equations of C and RS simultaneously. The line RS will have equation y = 26 ? a2/2. S and R will have, as x-coordinates, the solutions of the equation x2 + ax + 6 = 26 ? a2/2, i.e., a/2 ? (V46 a2)/2 and | QS =V462 a2/2. Then ? = ?(?Si The above method gives the complex roots almost as easily as the conventional graphic method yields the real roots.","PeriodicalId":144125,"journal":{"name":"Math Teacher","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128842421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Bouncing Ball DOES Come To Rest. 弹跳的球确实会停下来。
Math Teacher Pub Date : 1900-01-01 DOI: 10.5951/mt.63.5.0391
W. J. Young
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引用次数: 0
An Assessment of a Mathematics League as Judged by Its Participants. 参与者对数学联盟的评价。
Math Teacher Pub Date : 1900-01-01 DOI: 10.5951/mt.63.5.0432
Norman E. Cromack
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引用次数: 0
A Philosophy for the Mathematics Teacher. 给数学教师的哲学。
Math Teacher Pub Date : 1900-01-01 DOI: 10.5951/mt.40.5.0195
C. V. Newsom
{"title":"A Philosophy for the Mathematics Teacher.","authors":"C. V. Newsom","doi":"10.5951/mt.40.5.0195","DOIUrl":"https://doi.org/10.5951/mt.40.5.0195","url":null,"abstract":"","PeriodicalId":144125,"journal":{"name":"Math Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129781440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Cubic Equations for High School. 高中三次方程。
Math Teacher Pub Date : 1900-01-01 DOI: 10.5951/mt.63.4.0356
G. Ropes
{"title":"Cubic Equations for High School.","authors":"G. Ropes","doi":"10.5951/mt.63.4.0356","DOIUrl":"https://doi.org/10.5951/mt.63.4.0356","url":null,"abstract":"","PeriodicalId":144125,"journal":{"name":"Math Teacher","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127781538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Area from a Triangular Point of View. 从三角形角度看的面积。
Math Teacher Pub Date : 1900-01-01 DOI: 10.5951/mt.63.1.0018
M. Farrell
{"title":"Area from a Triangular Point of View.","authors":"M. Farrell","doi":"10.5951/mt.63.1.0018","DOIUrl":"https://doi.org/10.5951/mt.63.1.0018","url":null,"abstract":"THE creative mind balks at the ac cepted, the ordinary, the usual. Indeed, new mathematics seems to emerge as a reaction against the ordinary. If the role of the teacher is to encourage creativity by trying to guide students to think as mathematicians do, then accepted state ments must be challenged, alternate avenues explored, and comparisons made throughout the exploration. With this exploratory objective fore most, let us consider the sequence of area proofs in geometry. One such begins with a right triangle, moves to a general tri angle, and develops the areas of parallelo grams, trapezoide, and polygons from this triangular area. Yet each of these areas is described as the measure of \"square\" units. Why, one might ask, is the square used to describe the resulting areas when the triangle forms the basis for the sequence of proofs? Is it the result of an agreement? What would happen if we agreed to speak of y \"triangular'' units? How would y compare with x? Could each of the basic area theorems be de","PeriodicalId":144125,"journal":{"name":"Math Teacher","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121589847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
An Intuitive Approach to Pierced Polygons. 一个直观的方法刺穿多边形。
Math Teacher Pub Date : 1900-01-01 DOI: 10.5951/mt.63.4.0311
D. E. Jennings
{"title":"An Intuitive Approach to Pierced Polygons.","authors":"D. E. Jennings","doi":"10.5951/mt.63.4.0311","DOIUrl":"https://doi.org/10.5951/mt.63.4.0311","url":null,"abstract":"","PeriodicalId":144125,"journal":{"name":"Math Teacher","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116765021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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