Math TeacherPub Date : 1900-01-01DOI: 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}
Math TeacherPub Date : 1900-01-01DOI: 10.5951/mt.63.5.0391
W. J. Young
{"title":"The Bouncing Ball DOES Come To Rest.","authors":"W. J. Young","doi":"10.5951/mt.63.5.0391","DOIUrl":"https://doi.org/10.5951/mt.63.5.0391","url":null,"abstract":"","PeriodicalId":144125,"journal":{"name":"Math Teacher","volume":"12 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":"133569779","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}
Math TeacherPub Date : 1900-01-01DOI: 10.5951/mt.63.5.0432
Norman E. Cromack
{"title":"An Assessment of a Mathematics League as Judged by Its Participants.","authors":"Norman E. Cromack","doi":"10.5951/mt.63.5.0432","DOIUrl":"https://doi.org/10.5951/mt.63.5.0432","url":null,"abstract":"","PeriodicalId":144125,"journal":{"name":"Math Teacher","volume":"50 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":"115619734","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}
Math TeacherPub Date : 1900-01-01DOI: 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}
Math TeacherPub Date : 1900-01-01DOI: 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}
Math TeacherPub Date : 1900-01-01DOI: 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}