Abstract

Quadratic equations is one of the challenging topics in High School Mathematics. In

solving its roots, there are various ways the learners can used. Po-Shen Loh, a

mathematician from Carnegie Mellon University in Pittsburgh, discovered an easy

way to solve the roots of a quadratic equation.

The aim of the study is to determine the advantages and disadvantages of using the

new approach in solving the roots of a quadratic equation. In order to achieve the

research’ objectives, the researchers introduced the new approach to the

participants and conducted a survey through a survey questionnaire.

In this study, the participants strongly believes that Po-Shen Loh’s approach is

efficient in solving the roots of the quadratic equations. Also, the participants finds

fractions and square roots during the new approach’ process confusing. Majority of

the participants considered to use the Po-Shen Loh’s approach in solving the roots

of the quadratic equations.

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 TABLE OF CONTENTS

Abstract

Table of Contents

Chapter 1 - The Problem

Introduction

Theoretical framework

Conceptual framework

10

Schematic Diagram

11

Statement of the Problem

12

Significance of the Study

12

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 Scope and Limitation

13

Definition of Terms

13

Chapter 2 - Review of Related Literature and Studies

15

Chapter 3 - Research Methodology

Research Design

23

Research Participants

23

Research Approach

17

Sampling Procedure

24

Data Source and Data Gathering Instruments

24

Validity and Reliability of Instruments

24

Data Gathering

24

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 Statistical Treatment of Data

25

Chapter 4 – Results and Findings

26

Chapter 5 – Conclusion and Recommendations

29

References

31

Appendices

33

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 Chapter 1

THE PROBLEM

Introduction

Quadratic equations is one of the challenging topics in High School

Mathematics (Zakaria, Ibrahim, & Maat, 2010). While understanding quadratic

functions is important for student’s success in High School Mathematics and beyond,

little is known about what students understand about these equations (Nielsen L.,

2015).

In solving its roots, there are various ways the learners can used: factoring,

completing the square, graphing, and the most famous and preferable quadratic

formula. Before and since, mathematicians have found a wide scope of other ways

to infer the formula. But all of them are too precarious and non-intuitive.

Po-Shen Loh, a mathematician from Carnegie Mellon University in Pittsburgh,

discovered an easy way to solve the roots of a quadratic equation. This new

approach has the capability of discussing clearly the quadratic formula to the

students all over the world.

The starting point of this new approach is to find a factorization of the

following form:

x 2+ Bx +C=(x−r)(x−s)

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 Then a value of x makes the product equal zero precisely when at least one of

the factors becomes zero, which happens precisely when x = R or x = S. By the

distributive law, it suffices to find two numbers R and S with sum −B and product C;

then, {R, S} will be the complete set of roots.

−B
Two numbers sum to −B precisely when their average is , and so it suffices
2

−B
to find two numbers of the form ± z which multiply to C, where z is a single
2

unknown quantity, because they will automatically have the desired average. (If z

−B −B −B
turns out to be 0, then we factor with R=S= .) The product ( + z )( −z )
2 2 2

conveniently matches the form of a difference of squares, and equals C precisely

when:

−B 2 2
( )
2
−z =C ,

Or equivalently, precisely when we have a z which satisfies

B²
z 2= −C .
4

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 Since a square root always exists (extending to complex numbers if

B²
necessary), arbitrarily select a choice of square root of −C to serve as z, in order
4

to satisfy the last equation. Tracing back through the logic, we conclude that the

−B
desired R and S exist in the form ± z , and so,
2

B²
−B
2
±
√
4
−C

are all the roots of the original quadratric.

Example of use as a method

The computational and conceptual simplicity of this derivation actually renders

it unnecessary to memorize any formula at all, even for general coefficients of x².

The proof naturally transforms into a method, and students can execute its logical

steps instead of plugging numbers into a formula that they do not fully understand.

Consider, for example, the following quadratic:

x
+ x+ 2=0
2

Multiplying both sides by 2 to make the coefficient of x² equal to 1, and obtain

the equivalent equation:

x 2+ 2 x +4=0

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 If one can find two numbers with sum 2 and product 4, then they are all the

solutions. Two numbers have sum 2 precisely when they have average 1. So, it

suffices to find some z such that two numbers of the form 1 ± z have product 4 (their

average is automatically 1). The final condition is equivalent to each of these

equivalent equations:

1−z 2=4

z 2=−3

It can satisfy the last equation by choosing i√3 for z. Tracing back through the

logic, it can be concluded that 1 ±i √ 3 are all the solutions to the original quadratic.

Irrational and imaginary numbers pose no obstacle to this method.

This new discovery by Loh produce different opinions from Mathematician

teachers and instructors worldwide. Some claims that it isn’t new anymore since it

was being taught in their schools, especially in India. Some labelled it as the “pq

formula”. There is also a comparison between using the new approach and the

quadratic formula. Several people argued that this new approach is more

complicated compared to the quadratic formula. Some prefer the new approach

since it doesn’t depend on the quadratic formula.

This research aims to identify the advantages and disadvantages of using Po-

Shen Loh’s new approach in solving the roots of a quadratic equations.

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Theoretical Framework

This research is anchored on APOS theory (Dubinsky & McDonald,

2001). The theory informs and guides data collection and analysis (Maharaji, 2013).

The acronym APOS stands for action, processes, object and schema. Dubinsky

(1991) initially introduced the major components of the theory as what goes through

one’s mind when trying to learn a Mathematical concept. In this framework, learners

mentally construct their understanding of mathematical concepts.

This framework is carried out using the ACE teaching cycle, which is a

pedagogical approach consisting of three components repeated in a cycle. The three

components are: (A) activities, (C) classroom discussion, and (E) exercises. The

initial stage of the cycle involves activities performed outside the class (Asiala et al.,

1996). Maharaj (2013) claims that learning is facilitated if the individual possesses

mental structures appropriate for a given mathematical concept. If the appropriate

mental structures are absent, learning the concept becomes almost impossible to

learn. It is therefore important to develop teaching methods that help students

develop mathematical understanding.

The APOS theory emphasises that conceptual formation works in stages and

the construction of a complete mental structure operate through, the mental

structures: actions, processes, objects, and schemas.

Action is an external change of objects which occurs in stages showing how

an operation is performed. It is characterised by specific instructions to be performed

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(Dubinsky & Mcdonald, 2001). At an action level of understanding, a learner, when

working with the quadratic function concept like the vertex would need the formula

−b
in order to locate the vertex then moves on to the process stage.
2a

Process refers to a mental construction that is made by an individual when an

action is repeated and reflected upon it. When an individual repeats an action, this

action may be interiorised into a mental process (Dubinsky & Mcdonald, 2001).

Maharaji (2013) refers to a process as a mental structure occurring wholly in the

mind of the individual. A student with a process understanding can think of

performing the same kind of action without the need of external stimuli. Dubinsky

and Mcdonald (2001) further says that an individual might just think of performing a

process without actually doing it. In continuation of the above example, at the

process stage an individual can now find the vertex of any quadratic function, without

the need of an explicit formula to follow.

Object is a structure from a process where the individual becomes aware of

the process as a whole and realises that change can act on it. If the learner can

appreciate this and can actually build the changes, then it can be said that the

learner has encapsulated the process into a cognitive object (Dubinsky & Mcdonald,

2001). In continuation from the above example, an individual who is able to compare,

relate two vertices of a quadratic function, and create linkage between concepts has

encapsulated the process into objects, so for that particular concept, the level of

understanding was object level.

Schema is an organised and linked logical framework of an individual’s

collection of actions, processes, objects and other related schemas. The linkage is

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due to the fact that it provides an individual with a way of deciding, when presented

with a mathematical problem (Dubinsky & Mcdonald, 2001). This framework occurs

in an individual’s mind when faced with a problem situation that involves the concept.

At this stage, one can apply the concept in real life situations. The main objective of

an APOS analysis is to point to possible pedagogical strategies for helping students

learn it.

Conceptual Framework

Mathematical ability involves effective thinking with conceptual learning;

students need to be taught to think logically along with practicing the numerical

problems. But on the contrary, they do practice a problem and then repeatedly do

the same kind of problems until that it is hardwired in their brains (Pearse & Walton,

2011). To acquire insights and perspectives from the students, the concept about

something should be introduced and taught to them. Hiebert and Carpenter’s (1992)

asserts that “a mathematical idea, procedure, or fact is understood thoroughly if it is

linked to existing networks with stronger or more numerous connections”. Hiebert

and Carpenter further clarified that understanding refers to the way information is

“represented and structured” in the mind. As students develop conceptual

understanding, they link smaller pieces of knowledge, which may consist of ideas,

words, graphs, mental pictures, mathematical signs, and associated properties and

processes to each other and to other pieces of knowledge or already developed

concepts. The links between the pieces of knowledge are as important as the pieces

of knowledge they connect. With these knowledge, they can now perceive

advantages and disadvantages of a mathematical idea like the Po-Shen Loh’s

approach in solving the roots of quadratic equations.

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 Schematic Diagram

The genetic decomposition is a set of mental constructions that a student

might make in order to understand a Mathematical concept being studied (Dubinsky,

2001). This is also supported by (Jojo et al., 2013) who also outlines that a genetic

decomposition is the structured set of mental constructs which describe how any

given concept can develop in the mind of an individual. The genetic decomposition of

the concept on Po-Shen Loh’s approach in solving the roots of quadratic equations is

guided by how the researchers understand this concept. Figure 1 illustrates the

proposed genetic decomposition of the concept of Po-Shen Loh’s approach in

solving the roots of quadratic equations according to APOS theory.

Schema for the Po-Shen Loh’s approach in solving the roots of quadratic

equations

Understanding the Po-Shen Loh’s

Action Approach, how it works and solve
Concept roots

Po-Shen Loh’s
Introduce the new approach to the
Approach participant and let them try the
Process
new approach in solving roots

Perceive advantages and

Object disadvantages of the Po-Shen
Loh’s approach from the
participants.

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 Figure 1.

Statement of the Problem

The aim of the study is to determine the advantages and disadvantages of using Po-

Shen Loh’s approach in solving the roots of quadratic equations. Specifically, it

sought to answer the following questions:

1. After learning the new approach, would the participants use it in solving the

roots of quadratic equations?

2. What do the participants think are the advantages of using this new

approach? How about the disadvantages?

Significance of the Study

Students

This research will help the students know the advantages and disadvantages

of the using Po-Shen Loh’s approach in solving roots of quadratic equations. Also, it

will help them to speculate their own perception/theories about the new approach.

Mathematics Teachers

This research will help the Mathematics teachers understand the Po-Shen

Loh’s approach and its advantages and disadvantages. This will help them decide

whether they will teach the new approach to their students in dealing the roots of the

quadratic equations.

Researchers

The outcome of this study is beneficial to the either present researchers or the
future researchers. This study can be an effective and efficient as their reference for
their corresponding research.

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Scope and Limitation of the Study

This study is about the On The Perceive Advantages and Disadvantages of Using

Po-Shen Loh’s Approach in Solving the Roots of Quadratic Equations. The

researchers conducted this research to determine the perceive advantages and

disadvantages of using Po-Shen Loh’s approach in solving the roots of quadratic

equations from the participants during the school year 2020-2021. The respondents

are the random Grade 12 STEM Students from Cogon National High School.

Definition of Terms

Completing the Square – involves understanding the structure of perfect square

quadratic expressions and using that structure to algebraically manipulate an

expression in standard form into an expression that involves a perfect square.

Factoring – involves using guess and check or a systematic process of making lists

of factor pairs of the parameters b and c to factor a quadratic expression in standard

form into the product of two linear pairs (binomials) and sometimes a constant.

Imaginary Number – a number that is expressed in terms of the square root of a

negative number.

Irrational Number – a number that cannot be expressed as a fraction for any

integers.

Perceive – become aware or conscious of; interpret or look on

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Po-Shen Loh’s Approach – a new way of solving the roots of quadratic equations

with the use of the midpoint of the two roots, and the sum and product of the roots.

Quadratic Equation – an equation containing a single variable of degree 2. Its

general form is a x 2+ bx+ c=0, where x is the variable and a, b, and c are constants (

a ≠ 0)

Quadratic Formula – involves being able to use the parameters a (a ≠ 0), b and c in

an algebraic expression, substitute in the appropriate values and then solve using

order of operations.

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Quadratic equations have been a fundamental topic, not only in secondary

mathematics curricula around the world but also in the historical development of

algebra. Various approaches for solving quadratic equations were used at different

stages in this historical development, through representations including arithmetic or

numerical, algebraic or symbolic, and visual or geometric (Katz & Barton, 2007).

From a contemporary perspective, quadratic equations are considered important in

school mathematics curricula because they serve as a bridge between mathematical

topics such as linear equations, functions, and polynomials (Sağlam & Alacacı,

2012). Furthermore, like linear equations, quadratic equations are powerful

representations used in other disciplines, such as physics, engineering, and design,

due to their usefulness in solving many kinds of word problems and for modeling

realistic or real-life situations.

If one specifically wishes to derive the commonly memorized quadratic

formula using this method (Po-Shen Loh’s approach), one only needs to divide the

equation ax2+bx+c = 0 by a (assume nonzero) to obtain an equivalent equation

which matches the form of:

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 x 2+ ( ba ) x +( ac )=0
b c
Plugging and for B and C in, the roots are:
a a

b2 c −b b2−4 ac −b ± √ b 2−4 ac
−b
2a
±
√
− =
4 a2 a 2 a
±
4 a2
=
√ 2a

Observe that with this approach, all of the useful and interesting conceptual insights

are fully isolated in a computationally light derivation of an explicit formula, while also

producing an efficient and understandable algorithm. The routine but laborious

computational portion is required only if a general formula is sought for m it becomes

questionable whether there is merit to memorizing a formula without understanding.

−b
For example, although the solution to a general linear equation ax +b=0is x=
a

(assume a ≠ 0), the equation is typically solved via manipulation instead of plugging

into a memorized formula.

Before learning the quadratic formula, students learn how to multiply

binomials, and they see useful expansions such as ¿ and ( u+ v )( u−v ) =u2−v 2. Indeed,

the first of these expansions is the cornerstone of the traditional proof of the

quadratic formula by completing the square. The second of these expansions is also

of wide importance: among other things, it is eventually used to rationalize the

1
denominator of expressions such as by multiplying the numerator and
√ 3−√ 2
denominator by √ 3+ √ 2.

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 Our approach shows that the factoring method can always be made to work. It

always produces two roots (counting multiplicity) whose sum and product correspond

to coefficients of the quadratic. This therefore presents an opportunity to prove

Vi`ete’s sum and product relations for quadratics.

For first-time Algebra learners, the only new leap of insight is that if one is

seeking two numbers with a desired sum, then they can be parameterized by their

desired average, plus or minus a common unknown amount. In the modern day, a

similar parameterization appears as a useful trick for mentally calculating products

via the difference of squares, such as

43 × 37=( 40+3 ) ( 40−3 )=402−3 2=1591

This is an ancient trick. Some historians believe the Babylonians used it

thousands of years ago, multiplying in their base-60 number system by subtracting

from tables of squares (e.g. Derbyshire). It was then natural for them to develop the

same parameterization for finding two numbers, given their sum and product.

The most common proof of the quadratic formula is via completing the square,

and that was also the method used by al-Khwarizmi in his systematic solutions to

abstract quadratic equations.

Compared to our approach, the motivation is less direct, as the step of completing

the square (for the simple situation of x 2+ Bx +C=0) simultaneously combines three

insights:

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 i. The x 2∧Bxcan be entirely absorbed into a square of the form ( x + D)2 by

using only part of the expansion ¿ “backwards,” to attempt to factor an

expression that begins with u2 +2 uv .

ii. This perfect square can be created by adding and subtracting the

B 2
appropriate constant, which is ( ) .
2

B 2
iii. After these manipulations are complete, the equation will have ( x + ) and
2

some constants, and any such equation can be solved by moving

constants around and taking a square root.

The full combination of these insights is required to understand the motivation for

+ B 2 B2
why one should even write down the specific offsetting quantities − in the first
4 4

line of the completing the square:

2 B2 B2
x + Bx + − +C=0
4 4

In contrast, our approach starts from students’ existing experience searching for

a pair of numbers with given sum and product, which naturally arises during the

factoring method. It shows them that the (sometimes frustrating) guess-and-check

process can be replaced by one idea: to parameterize the pair by its average plus or

minus a common unknown offset. No particular formula needs to be written for the

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 B2
offset itself (unlike the case of carefully selecting ), and we can simply call it an
4

unknown z. Instantly, their previous experience of trial and error is replaced by a

“forward” expansion of the form ( u+ v )( u−v ) =u2−v 2, which produces an exciting lone

z 2, revealing the pair of numbers with all guesswork eliminated.

Could such a simple proof and pedagogical method possibly be new? The author

researched the English-language literature on the history of mathematics, and

consulted English translations of old manuscripts, from mathematical traditions

ranging from Diophantus to Brahmagupta, Yanghui, and al-Khwarizmi. This section

is too brief to do full justice to the history, and mainly serves to point the interested

reader to relevant resources with much richer detail. In particular, several books

have surveyed the topic of the quadratic formula, such as Chapter 2 of Irving, and

mathematical history books such as Burton, Derbyshire, and Katz.

As preserved in their cuneiform tablets, the Babylonians had evidence of

formulas for a wide variety of problems of quadratic nature, dating back to the Old

Babylonian Period around 2000–1600 B.C. Although today we can easily use

substitution to reduce them to standard one-variable quadratic equations, the

Babylonians did not have a way to solve those standard quadratics. However, they

did consider the problem of finding the dimensions of a rectangular field given its

semi-perimeter and area, and had the key substitution used in our solution method.

This is discussed in Gandz’s extensive 150-page study of quadratic equations, as

well as in Berriman, Burton, Gandz, Katz, and Robson. The ancient Egyptians also

20 | P a g e
had evidence of work with a two-term quadratic equation, preserved on scraps of a

Middle Kingdom papyrus.

Ancient Chinese mathematicians had solutions to practical problems of quadratic

nature, such as Problem 20 in Chapter 9 of Jiu Zhang Suan Shu (The Nine Chapters

on the Mathematical Art), which was written over several centuries and completed

around 100 A.D. Practical problems of quadratic nature continued to be considered

by other Chinese mathematicians, such as the 13th- century Yang Hui. See, e.g., the

book in Chinese by Zeng or the book in English by Lam.

The Greeks had several methods of approaching certain types of quadratic

problems, both algebraic and geometric, as surveyed in Eells. Heath’s translation of

Diophantus from around 250 A.D. clearly shows the solution of the core problem of

finding two numbers with given sum and product (Book I Problem 27), using the key

parameterization in terms of the average.

Indian mathematicians also had derived a formula for quadratics. Although

Brahmagupta did not discover it himself, one root of the quadratic formula (without

derivation) appears in his writings circa 628 A.D. See, e.g., the translation by

Colebrooke or the commentary by Sharma et al. A derivation due to Sridhara from

around 900 A.D. appears in Puttaswamy.

The Persian mathematician al-Khwarizmi published his influential work around

825 A.D., where he abstractly considered and solved the general form of quadratic

equations, without starting from practical applications. His work split into several

21 | P a g e
cases, because he did not allow numbers to be negative or zero. Consequently, his

formulas did not produce all roots, although they did produce all roots according to

the standards of what a number was at the time.

As mathematics in Western Europe flourished during the Renaissance,

successive formulations and proofs appeared, from Stevin to Vi`ete and Descartes,

ultimately taking on the modern form that we know today. In the years since then,

new proofs have occasionally appeared, such as two in The American Mathematical

Monthly: Heaton in 1896 and Cirul in 1937.

After an earlier version of this arXiv preprint circulated across the Internet,

references of more recent similar work were identified. The most similar is Savage.

His approach essentially overlapped in almost all calculations, but had a pedagogical

difference in choice of sign, factoring in the form ( x + p )( x +q )and negating at the end.

Perhaps due to a friendly writing style, that published article has some reversed

directions of implication that are not formally correct. The directional reversals

brought in the same extra assumption as in Footnote 3 when completing the square,

creating another pedagogical difference. That said, those oversights can easily be

corrected by using language similar to our presentation. Gowers also had happened

upon a similar approach, while informally presenting a natural way to deduce the

cubic formula. As he was writing for a different purpose, his version as written uses

Vi`ete’s sum and product relations at the outset, requiring initial knowledge that there

always exist two roots (a pedagogical difference for first-time Algebra learners), and

deducing forward. It can easily be converted to avoid this existence assumption by

using factoring as in our approach.

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 In summary, the author has not yet found a previously-existing book or paper

which states the same pedagogical method as this present article and precisely

justifies the steps, but there exist independent references that contain the key ideas

and can be adapted to achieve this. That said, it is entirely possible that the method

in this present article was previously observed by people who did not share their

findings.

Why not centuries ago? The two main components of our derivation have existed

for hundreds of years (polynomial factoring converse of Vi`ete’s relations) and for

thousands of years (Babylonian solution to the sum-product problem). Furthermore,

the reduction from the Babylonian problem to a standard quadratic equation has

been well-known for an extremely long time. Even al-Khwarizmi, after abstractly

analyzing general quadratic equations, showed how to use his formula to find two

numbers with sum 10 and product 21. Like many students in the modern era, he

used substitution to reduce the problem to a single-variable quadratic equation, and

solved it with the quadratic formula. Why, then, didn’t early mathematicians just

reverse their steps and find our simple derivation?

Perhaps the reason is because it is actually mathematically nontrivial to attempt to

factor x 2+ Bx +C=(x−r)(x−s) over complex numbers. Even if the original quadratic

polynomial has real coefficients, it is sometimes impossible to find two real numbers

with sum −B and product C. Early mathematicians did not know how to reason with a

full (algebraically closed) system of numbers. Indeed, al-Khwarizmi did not even use

negative numbers, nor did Vi`ete, not to mention the complex numbers that might

arise in general. Perhaps, by the time our mathematical sophistication had advanced

to a sufficient stage, the Babylonian trick had faded out of recent memory, and we

23 | P a g e
already found the method of completing the square to be sufficiently elementary for

integration into mainstream curriculum.

It is worth noting that the author discovered the solution method in this paper

in the course of filming mathematical explanations, to explain advanced concepts to

particularly young students. Given his audience, he was systematically going through

the middle school math curriculum, creating alternative explanations in elementary

language. To prepare students for the mindset of factoring, he posed a standalone

sum-product problem, designed to be solved via guess-and-check. While teaching it

one evening, his background in coaching math competition students led him to

independently reinvent the Babylonian parameterization in terms of the average, and

to recognize the difference of squares. Later, when teaching factoring, he suddenly

realized that the same technique worked in general, leading to a simple proof of the

quadratic formula! May this story encourage the reader to think afresh about old

things; seeing as how progress was made on this 4,000 year old topic, more

surprises certainly await the light of discovery.

Chapter 3

RESEARCH METHODOLOGY

Research Design

In this study, we used the interpretive research paradigm. This study is

qualitative in nature but the data would be interpret in quantitative way. This design

was selected because it deals with real life context. It allows for the voice of the

participants to be heard. This study used interviews and survey questionnaires, since

24 | P a g e
the study is concerned with exploration of Po-Shen Loh’s approach concepts. The

qualitative paradigm allows the researcher to skillfully devise a tool to probe deeply

within the minds or attitudes, feelings and reactions of the respondents.

Research Participants

This research comprised a group of at least 10 Grade 12 STEM Students in

Cogon National High School. The students are specialised in Mathematics as they

belong to the STEM Strand, which made them appropriate for the said research for

they have already knowledge about quadratic equation and its roots.

Research Approach

This research used the thematic analysis approach. Thematic analysis

approach is a method of analyzing data. It is usually applied to a set of texts, such as

interview transcripts. The researcher closely examine the data to identify common

theme ꟷ topics, ideas and pattern of meaning that come up repeatedly. For this

study, the researchers regrouped the data into two classifications: advantages and

disadvantages.

Sampling Procedure

A total of 10 representatives were targeted randomly as samples in this

research. Simple random sampling is used in this study, the member of the

population there has an equal chance of being chosen as the participants of the

study.

Data Source and Data Gathering Instruments

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 A survey questionnaire was used as the main data-gathering instrument for

this study. The questionnaire is composed of 3 questions which answers are

necessary for the success of the said study. The questions were created by the

researchers and they were based on this research’s objectives.

Validity and Reliability of Instruments

The survey questions were structured and created using the Essay Format. In
this survey type, enough space will be provided for every question or statement. The
answers can be like an essay form that is composed of phrases and sentences.

This kind of questionnaire type was selected as this will enable the
participants to answer the survey freely and based on their own observations and
perceptions. In addition, this research instrument allowed the research to carry out
the quantitative approach effectively with the use of statistics for data interpretation.

The survey questionnaire is valid and reliable because it answered the said
research’ objectives and goals.

Data Gathering Procedures

Due to the pandemic crisis, the researchers followed a strict health and safety
protocols. The researchers gathered the 10 participants in a wide building with the
permission of the researchers’ adviser. Since the location was wide enough, the
participants were two-seat apart from each other. They were also wearing masks as
a precaution.

The researchers initiated the survey with a quick review about the other ways
of solving the roots of a quadratic equation. After that, the Po-Shen Loh’s approach
was introduced to the participants. The researchers let the participant to ask
questions as to clarify their doubts and confusion about the said approach. After the
short discussion, the researchers distribute the sheets of questionnaire to the
participants. The researcher gave the respondents an enough time to answer the

26 | P a g e
questionnaire and waited for the respondents to finished answering. After which, the
answered survey questionnaire were gathered, scored, tallied and tabulated.

Statistical Treatment of Data

Frequencies and Percentages were used on interpreting the data collected

from the participants. The following formula was used to analyse the gathered data.

frequency of certain data

x=
total number of therespondents

For example, the researchers will solve how many of the participants will used

the new approach upon learning it. Frequency of the answer “yes” will be tallied and

divided into the total number of the respondents.

Chapter 4

RESULTS AND FINDINGS

Table 1
Participants’ Preferred Way in Solving Roots of Quadratic Equation

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 Ways in Solving Roots of No. of Participants Percentage
Quadratic
Equation
Factoring 2 20%
Completing the Square 2 20%
Quadratic Formula 6 60%
TOTAL NUMBER OF 10 100%

PARTICIPANTS

Table 1. Participants’ Preferred Way in Solving Roots of Quadratic Equation

Table 1 shows that the most participants’ most preferred way in solving with

roots of a quadratic equation is by using the Quadratic Formula. 60% (6 out of 10) of

the participants depends on the Quadratic Formula in dealing with the roots of the

quadratic equation. While both Completing the Square and Factoring got 20% (2 out

of 10). This question qualified the participants if they were appropriate for the said

research.

Table 2
Using the Po-Shen Loh’s Approach
Would you use the Po- No. of Participants Percentage

Shen Loh’s Approach?

Yes 7 70%
No 3 30%
TOTAL NUMBER OF 10 100%

PARTICIPANTS
Table 2. Using the Po-Shen Loh’s Approach

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 Table 2 shows that the 70% (7 out of 10) of the participants would considered

using the Po-Shen Loh’s approach in solving the roots of a quadratic equation. While

30% (3 out of 10) of them would not considered using the new approach.

Table 3
Advantages and Disadvantages of Po-Shen Loh’s Approach
Advantages f p Disadvantages f p
It’s efficient in 5 50% Should be study carefully to 3 30%

solving the roots fully comprehend it

Learns how to 4 40% Confusing that may takes 3 30%

derive the more time to understand the

quadratic formula concept

Applicable to any 2 20% Fractions and square roots 4 40%

quadratic are sometimes confusing

equations
No need to 3 30% It needs more practice to 2 20%

memorize a avoid errors while solving

formula (like the

quadratic formula)
It consumes time compared 3 30%

to using quadratic formula

Table 3. Advantages and Disadvantages of Po-Shen Loh’s Approach

Table 3 shows the perceive advantages and disadvantages of using the Po-

Shen Loh’s approach from the participants. The frequency exceed to 10 since some

of the participants gave 2-3 advantages and disadvantages.

Among the advantages, “Efficiency in solving roots” gained the highest

percentage of 50%. 5 out of 10 participants firmly believes that the Po-Shen Loh’s

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approach is efficient in solving the roots of the quadratic equations. Some

advantages that were listed by the participants were “Learns how to derive quadratic

formula” (40%), “Applicable to any quadratic equations” (20%), and “No need to

memorize a formula” (30%).

Among the disadvantages, “Fractions and Square Roots are sometimes

confusing” gained the highest percentage of 40%. 4 out of 10 participants were

confused when along the process, fractions and square roots comes out. Some

disadvantages listed by the participants were “Should be study carefully to fully

comprehend it” (30%), “Confusing that may takes more time to understand the

concept” (30%), “It needs more practice to avoid errors while solving” (20%), and “It

consumes time compared to using quadratic formula” (30%).

Chapter 5

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

After conducting the survey needed for the study, the researchers

successfully achieves its objectives which are the following: the perceive advantages

and disadvantages of using Po-Shen Loh’s approach in solving the roots of quadratic

equations. Based on the findings of this research, the following conclusions were

drawn:

The participants firmly believes that Po-Shen Loh’s approach has the potential

to be one of the efficient methods in finding the roots of the quadratic equations. Po-

Shen Loh’s approach also has the capability of deriving the origins of the quadratic

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formula. It can also solve any quadratic equations, even irrational and imaginary

numbers pose no obstacle to this method.

However, the participant also notice some disadvantages if Po-Shen Loh’s

approach is used in solving the roots of quadratic equations. They perceive that

along the process, fractions and square roots are bit confusing. Aside from that, the

new approach should be study carefully to fully comprehend the concept and how it

works.

This study also revealed that majority of the participants would consider using

the Po-Shen Loh’s approach in solving the roots of quadratic equations.

Recommendations

With the findings, the following are highly recommended:

1. Introduce the Po-Shen Loh’s approach not only to the STEM Students but

also to the other strands as well. This may help them understand quadratic

equations and their roots clearly.

2. Recognize the following disadvantages and create actions that can give

solutions to the following disadvantages.

3. Expand the students’ knowledge about the new approach by creating

activities related to the quadratic equations and their roots.

4. Future researchers may conduct a research regarding to the factors that may

affect the students’ learning and perceptions towards the Po-Shen Loh’s

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 approach. In this case, another perspective will be studied and analysed and

can contribute especially to the students and Mathematics teachers.

References

Loh, P. S. (2019). A Simple Proof of the Quadratic Formula. arXiv preprint

arXiv:1910.06709.

Berriman, A. E. (1956). The Babylonian quadratic equation. The Mathematical

Gazette, 40(333), 185-192.

Puttaswamy, T. K. (2012). Mathematical achievements of pre-modern Indian

mathematicians. Newnes.

Robson, E. (2020). Mathematics in ancient Iraq. Princeton University Press.

Mutambara, L. H. N., Tendere, J., & Chagwiza, C. J. (2019). Exploring the

conceptual understanding of the quadratic function concept in teachers’ colleges in
Zimbabwe. EURASIA Journal of Mathematics, Science and Technology
Education, 16(2), em1817.

Nielsen, L. E. J. (2015). Understanding quadratic functions and solving quadratic

equations: An analysis of student thinking and reasoning (Doctoral dissertation).

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Buckley, J. J., & Eslami, E. (1997). Neural net solutions to fuzzy problems: The
quadratic equation. Fuzzy Sets and Systems, 86(3), 289-298.

Weisstein, E. W. (2004). Quadratic Equation. https://mathworld.wolfram.com/.

Katz, V. J., & Barton, B. (2007). Stages in the history of algebra with implications for
teaching. Educational studies in mathematics, 66(2), 185-201.

Sağlam, R., & ALACACI, C. (2012). A comparative analysis of quadratics unit in

Singaporean, Turkish and IBDP mathematics textbooks. Türk Bilgisayar ve
Matematik Eğitimi Dergisi, 3(3).

Dubinsky, E., & McDonald, M. A. (2001). APOS: A constructivist theory of learning in

undergraduate mathematics education research. In The teaching and learning of
mathematics at university level (pp. 275-282). Springer, Dordrecht.lh

Pearse, M., & Walton, K. M. (2011). Teaching numeracy: 9 critical habits to ignite

mathematical thinking. Corwin Press.

Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., ... &
Wearne, D. (1996). Problem solving as a basis for reform in curriculum and
instruction: The case of mathematics. Educational researcher, 25(4), 12-21.

Zakaria, E., Yaakob, M. J., Maat, S. M., & Adnan, M. (2010). Conceptual knowledge
and mathematics achievement of matriculation students. Procedia-Social and
Behavioral Sciences, 9, 1020-1024.

Cirul, J. W. (1937). A Method for Solving Quadratic Equations. The American

Mathematical Monthly.

Zeng, Hailong. (2006). Jiu Zhang Suan Shu (The Nine Chapters on the
Mathematical Art), modern Chinese translation and commentary. Chongqing, China:
Chongqing University Press.

MIT Technology Review (2019) A new way to make quadratic equations easy,
https://www.technologyreview.com/2019/12/06/1316173/a-new-way-to-make-
quadratic-equations-easy/

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 APPENDICES
A. Survey Questionnaires

Survey Questionnaire No. _____

Kindly fill in the necessary information being asked below.

1. What is your preferred method in solving the roots of a quadratic

equation?
______________________________________________________________
______________________________________________________________

2. After learning the new approach, would you use it in solving the roots of
quadratic equations? Why or why not?
______________________________________________________________

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 ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What do you think are the advantages of using this new approach? How
about the disadvantages?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Thank you for your cooperation.

B. Some Survey Questionnaires with answer

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