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Geometric Solutions of Quadratic Equations

Kendra Gardner, Erika Chado, Natalie Stockley and Molly Smith


Math 470 - Dr. Mark Shoemaker

Geometric Representation of Deriving the equation:


Introduction: Finding the Real Roots of bx=c
“The avoidance of negative numbers was widespread until a few hundred years ago.
In the 16th century, European mathematicians called the negative numbers that Begin with a rectangle of side lengths c and
appeared as roots of equations “numeric fictici” – fictitious numbers” (Henderson 1. Its area is c.
& Taimina, 2005).
As future educators, we strive to instill the ability to problem solve rather than follow a
formulaic process. Having geometric representations allows students to have a deeper
understanding of the material to begin to relate numbers to the real world. This poster explores
how mathematicians used geometric representations to prove algebraic reasoning of quadratic
equations. For centuries, mathematicians avoided the use of negative coefficients and negative
roots when solving quadratic equations. Thus, our focus is on solving six types of positive
quadratic equations geometrically.

Other Advances:
Geometric Representation of Completing the Deriving the equation:
Square for the equation:

The proofs of positive quadratic equations


eventually led to the formation of cube
roots and conic sections. From there,
mathematicians were able to construct
parabolas, hyperbolas, and cubic
equations geometrically. Thus, they were
able to find algebraic solutions of cubics.

Conclusion:
This poster demonstrates the idea that there are multiple ways to solve and interpret
quadratic equations. Early mathematicians, such as Khayyam, used geometry to prove algebra
because the visual representation was a tangible way to understand the algebraic equations. It is
important for educators to keep this in mind when diving into new concepts, such as quadratic
equations, which avoid negative coefficients and roots. Similarly, in our classrooms, our students
Finding the real roots: will have a greater understanding of geometry and we will use that to strengthen their
understanding of algebra. Physically demonstrating completing the square is beneficial for
students to conceptually understand the process. Using geometry to physically represent
algebraic solutions extends to other areas as well. The work of early mathematicians regarding
the quadratic equation set the stage for research on more complicated topics such as cube roots
and conic sections. These concepts were also solved using geometric representations.
Geometric representations allow the mathematician to see the step-by-step processes that they
are performing, which can be beneficial in a class setting as well.

The red area represents the area of c.

References:
th
Kratz, V. J. (2009). A History of Mathematics: An Introduction (7 ed.). University of The District of Columbia.
Henderson, D.W, Taimina, D. (2005). Experiencing Geometry: Euclidean and Non-Euclidean with History (3rd ed.). Upper Saddle River, New Jersey. Pearson, Prentice Hall.

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