GEOMETRIC APPROACH TO BUILD THE CONCEPT

OF SOLVING QUADRATIC EQUATIONS BASED ON HISTORICAL

PERSPECTIVE

Achmad Dhany Fachrudin

Pendidikan Matematika, STKIP PGRI Sidoarjo

(dh4nyy@gmail.com)

Abstract

The purpose of this research is to study theoretically how geometry method can help
students’ understanding about the concept of solving quadratic equations. This research was a
theoretical study to produce an learning approach that can be used by the teachers to teach the
concept of quadratic equation. The results of the study, researchers concluded that in order to
understand the concept of quadratic equation can be acquired by manipulating and reshaping
the rectangle into square through historical method known as naïve geometry. This can be
achieved through several activities, namely 1) manipulating geometric form to solve the
problem , 2) Using the naïve geometry method to solve the problem, 3) Linking geometric
problems with algebra ,4) Finding common formulas solving quadratic equations. Keywords:
geometric approach, solving quadratic equation, naïve geometry.

PRELIMINARY
Algebra is a branch of mathematics which is very important. That thing demonstrated through
its practical application directly in other fields such as science, engineering, and of course in
other branches in mathematics itself (French,2002). In the period before the system was
known incorrect use of symbols one element in an algebraic argument, argument or situation
in a The problem is expressed in the form verbally so that the search for problem solutions it
becomes less effective. On the other hand, algebra is a development and refinement of
arithmetic (Wheeler,1996). It is said like that because in In practice there are some problems
involving arithmetic procedures, but cannot be solved without involving algebra. To
emphasize how the importance of learning algebra, Tall and Thomas stated: “there is a stage
in the curriculum when the introduction of algebra may make simple things hard, but not
teaching algebra will soon render it impossible to make hard things simple” (French, 2002).
In other words, mastery of algebra can make complex problems become more easy. Most
algebra lessons that going on all this time just emphasized on the use of algorithms or
formulas course, especially on the topic of completion quadratic equations (Zakaria, Ibrahim,
& Maat, 2010). Therefore, mastery students to the concepts being taught still not enough.
Quadratic equation is one of the branches in algebra. In general the quadratic equation
defined in the form ax 2 +bx +c = 0, where a ≠ 0;a , b , is called coefficient and c are constants.
In This equation has two roots expressed in the form of a variable x. We can find two roots of
each given quadratic equation, where find the roots of the quadratic equation the same as
completing quadratic equation. In finding the root, the abstract form of quadratic equations
often make students have difficulty understanding the concept solve quadratic equations. In
this regard, French (2002) provide a general example basic mistakes that are often made by
students is to assume that (a+ b)2is the same as a 2+b 2. Some researchers have also done the
study of learning equations squared (Lian & Yew, 2012; Olteanu, C., & Olteanu, L., 2012;
Radford, 2002; Radford & Guerette, 2000; Zakaria et al, 2010). Some of the results of the
study shows that there are still many errors students in solving equations quadratic caused by
understanding properties and concepts of algebra that are still low. In addressing this,
researchers see two main things that can be used foundation supports student understanding
to the concept of the quadratic equation for can then be used by practitioners in designing
classroom learning. Thing The first is with regard to aspects learning, that the learning
process is only will happen when the knowledge learned meaningful for students
(Freudenthal, 1991). In addition, a knowledge will be meaningful to students if the learning
process is carried out involving a situation or context (CORD, 1999). Realistic Mathematics
Education (RME) or di Indonesia is known for Education Indonesian Realistic Mathematics
(PMRI), is a learning approach that allows a link between context with learning so that
learning can be achieved meaningful because in PMRI, realistic problem or context used as a
first step for building mathematical concepts (Gravemeijer, & Doorman, 1999; Sembiring,
2010; Van Den Heuvel Panhuizen, 2003; Zulkardi, 2002). Wrong one principle in PMRI too
hint to give opportunities for students to experience the process the same as concepts
mathematics was discovered (Gravemeijer,1994). In line with this, in 2013 curriculum,
learning mandated using the approach scientific, where one of the criteria scientific learning
is fact-based or realistic problems (MoEC,2013). Sembiring (2010) stated that learning by
approach PMRI will have several characters, that is: (1. Students are more active in thinking
(2. Context and related teaching materials directly with the school environment and students
(3. The teacher's role is more active in designing teaching materials and activities class.
While the second thing is the historical aspect. According to a historical perspective, the
concept of solving quadratic equations is built on a geometric basis (French, 2002; Krantz,
2006; Merzbach & Boyer, 2010). Al-Khwarizmi also explains the foundations and proofs for
solving quadratic equations geometrically for solving quadratic equations in his book entitled
Hisob al-jabr wa'l muqabalah (Krantz, 2006; Merzbach & Boyer, 2010). There are many
benefits that can be drawn from using the history of mathematics in learning. Fauvel (in
Sumardyono, 2012) states that there are three major dimensions of the positive influence of
the history of mathematics in the student learning process: 1. Understanding The historical
perspective and the mathematical perspective (modern structure) complement each other to
provide a clear and comprehensive picture, namely a detailed understanding. about concepts
and theorems in mathematics, as well as a better understanding of how mathematical
concepts relate to and meet. 2. Enthusiasm (enthusiasm) The history of mathematics provides
the side of human activity and human tradition/culture. On this side, students feel that they
are part of it so that it creates its own enthusiasm and motivation. 3. Skills What is meant by
skills here are not only mathematical skills, but skills in terms of: research skills in organizing
information, skills in critically interpreting various assumptions and hypotheses, coherent
writing skills, work presentation skills, and placing skills. and accept a concept at different
levels. The skills above are rarely anticipated in conventional/traditional learning. Explicitly
integrating the history of mathematics also plays a role in overcoming the problems in
learning mathematics described by (Grugnetti, 2000), namely: 1. By using old problems,
students can compare their strategies with the original. This is an interesting way to
understand the effectiveness of the algebraic process that we use today (because in ancient
times we did not know algebraic symbols). In observing the historical evolution of a concept,
students will discover that mathematics is in fact not fixed and definitive. 2. History to build
skills and mathematical concepts. By knowing the history of knowledge discovery and
development of mathematical concepts, will help improve skills and mindset how a concept
was discovered in the past. 3. A historical and epistemological analysis allows the teacher to
understand why a particular concept is difficult for students (eg, the concept of functions, the
concept of fractions, the concept of limits, etc.) and can assist in the development of a
didactic approach. In this study, the researchers tried to conduct a literature review related to
how the role of geometry in supporting the understanding of the concept of solving quadratic
equations by integrating aspects of the history of mathematics (history of mathematics) with
the Babylonian geometry method or known as Naïve geometry introduced by J. Hǿyrup
(1990). This is intended to make it easier for students to understand the idea of factoring
quadratic equations through a geometric approach. By involving historical elements, it is
hoped that students can also expand their knowledge in finding connections what they are
learning to the surrounding environment, improve skills and mindsets towards a concept
(square equation) before finding an easy concept (algebra). In addition, the use of the history
of mathematics is also expected to expand teacher knowledge which will be able to assist in
developing a learning design that is more meaningful, innovative and interesting for students.

Babylonian Geometric Methods: Naïve Geometry

Implicitly quadratic equations were known and developed in Babylonian times. This is
indicated by the discovery of several manuscripts or inscriptions (Figure 2.5). Hǿyrup (1990)
states that the Babylonians in ancient Babylonian times (2000 B.C.- 1600 B.C.) were familiar
with and were able to solve (although still limited) quadratic equations. The method used by
Babylonian mathematicians at that time was a simple geometric method and they used it to
solve algebraic problems which was also similar to the method used by al-Khwarizmi which
was discussed earlier. This method was introduced by J. Hǿyrup under the name Naïve
geometry.
 Figure 1. The Babylonian Manuscript BM 13901

Image Source: http://www.britishmuseum.org/research/collection

The following is an example of a simple Babylonian problem (already translated), namely

finding the side lengths of a square, found in a manuscript (inscription) stored in the British
Museum known as BM 13901. My confrontation inside of the surface I have torn out: 14`
30°. 1 the wasitum; You pose. The moiety (half) of 1 you break, 30' and 30' you make span;
15’ to 14`30° you append: 14`30°15′ makes 29°30′ equivalent. 30′which you have made span
to 29`30° you append; 30 the confrontation. Note: 14`30° = 870 , 30′ = 1 2 , 15′ = 1 4 ,
14`30°15′ = 870 1 4 , wāsitum: something that is expelled. The following is an interpretation
of the geometric and algebraic symbols of the above problems (Hǿyrup, 1990)
The basic idea of the method used by Babylonian mathematician on problems with BM

13901 The No.2 is with complete the perfect square (perfects the square shape). Geometric

interpretation too make the problem easier to understand. Mathematician at that time did not

know algebraic symbols, but based on interpretation geometrically and algebraically

presented above, it can be said they already know the quadratic equation and how to find a

solution although its use is still limited for the form of the quadratic equation of the form

certain and positive number solutions only. Here is an example of Similar problems have

arisen in Arithmetica Book I Problem 27 written by Diophantus (c. 250 AD) (Radford, 1996):

“Find two numbers such that their sum and their product equal the given numbers". Radford

(1996) explains that the solution of The problem can be found through interpretation and

manipulation geometric. Where the method is similar with nave geometry. The following is

the solution to the problem above if the number in question has been given (it is known that

the sum of the two numbers 20 and the result is 96).

10 Luas daerah yang

8
berlebih

10

2 10

8
90
RESULTS AND DISCUSSION

The learning approach made by the researcher is the development of the concept of solving
quadratic equations through a geometric approach that is studied from the historical aspect.
Geometry context is used as a first step for students to build concepts and the ancient
Babylonian geometric method (nave geometry method) is used as a bridge for students to
understand and find general formulas to solve quadratic equations. Concept planting is
carried out through a series of learning activities, in which each activity will be given
problems that refer to problems in the history of mathematics, of course, by making a few
changes to the sentences so that they are easily understood by students. Finding formulas is
not the main emphasis in the learning design that is made, but how students can understand
the meaning of algebraic symbols (square equations) through geometric interpretation,
understand other forms of an equation to make factoring easier, and factorize through the idea
of completing a perfect square through geometric interpretation. and the nave geometry
method so that students can understand the concept of factoring quadratic equations. Broadly
speaking, learning is carried out through a series of activities that have the objectives of:
understanding the basic concepts of quadratic equations through a geometric approach,
building models and understanding other forms of a quadratic equation, finding general
formulas for solving quadratic equations.

Table 2. Overview of Learning Quadratic Equation Through Naïve Geometry Method

Activity The concept or skill that built

Getting to know nave geometry/Complete Understand the procedure nave geometry

problem given start and build knowledge about geometric

algebra (developing algebraic geometric

thinking)

Use naive method geometry for complete Upgrade understanding of nave geometry

problem. and use, indirectly understand equivalence

of form quadratic equation and understand

factorization concept with

Complete perfect square.

 Construct formula equality quadratic Understand the linkages between nave

geometry and quadratic equation (linking

between geometry and algebra), building

concept complete quadratic equation.

Learning Steps

In this section, we will explain how the learning steps are sequentially based on the
theoretical studies that have been carried out to introduce students to the concept of quadratic
equations. We divide this learning step into 4 parts or 4 meetings which are explained as
follows.

Performing Geometric Manipulation to Solve Problems.

Learning begins with giving geometric questions inspired by historical problems (Arithmetica
Book I Problem 27 (Radford, 1996)). Here is the first problem with LAS. Students are asked
to solve the problem in groups using any strategy. In other words, the teacher does not limit
certain methods that must be used by students. In essence, this is intended so that they can
understand and explore the problems given. After giving each group the opportunity to
present and discuss the answers and what methods they use, it is hoped that students will be
able to rediscover the guided manipulation method through the activities contained in the
LAS and class discussions. After that, the teacher can inform students that the method they
have discovered is called “nave geometry” which was used by Babylonian mathematicians
around 1500 BC. The teacher also gave some historical information about Babylon.
with the hope of motivating students. The activity was continued by solving and discussing
the second problem contained in the LAS. Here is the problem. Find the length and breadth of
a rectangle if you know that the area is 52 units and the perimeter is 32 units. In essence, this
second problem is the same as the previous problem, but this time the excess area that must
be removed is 12 units of area, an area that makes students conflict because basically the
nave geometry method has the excess area to be removed to be a square. As before, the
activity continued with class presentations and discussions.

Using Nave Geometry Methods to Solve Problems

In this second activity, students do the LAS in groups. The problem given in this activity is
almost the same as the previous problem, but what is known is the difference in the length
and width of the rectangle. The following is a problem in activity II which is a historical
problem contained in ancient Babylonian inscriptions. • Determine the length and width of a
rectangle if the area is 117 units and the difference between the length and width is 4 units? •
Determine the length and width of a rectangle if the area is 60 and the difference between the
length and width is 7 units? (this is a problem that appears in the Babylonian inscription YBC
6967 with a slightly changed editor). As in the previous activity, students were asked to find
solutions to these problems using the nave geometry method in groups. This problem aims to
make students better understand the concept of the naive geometry method because it is
slightly different from the previous problem. This time students must determine the shape of
a rectangle first and then manipulate it into a square to determine the length or width first.
Not only that, students are also asked to discuss in groups and write sequentially the steps for
solving the two kinds of problems they have solved. Students are also asked to discuss further
about the conditions that cause the solution to the problem cannot be found.

Relate Geometry Problems to Algebra (Square Equations)

Like the previous activity, students were given a LAS containing problems and worked in
groups to solve them. The teacher asks students to solve the problem using the same ideas
they have learned before and write and describe the steps they use and write them in the form
of algebraic symbols. The problems given are inspired by the problems found in the
Babylonian Inscription BM 13901 No.2 (Hǿyrup, 1990). Here is the problem given. • A
square if part of its area which is a rectangle whose width is 2 units and the length is the same
as the side of the square is removed, then its area becomes 24 units of area. Determine the
length of the side of the square! (use the method that you have learned before) • Write down

the steps of the solution (on problem above) in the form of algebraic symbols! As in the
previous activity, students were given the opportunity to present and discuss the results of
their work.

Finding General Formulas for Solving Quadratic Equations

In this last activity the teacher asks students to solve problems similar to the problems in the
previous activity. The difference is that the information from the problem given is in the form
of algebraic symbols. Here is the problem given. A square whose side is if part of its area is a
rectangle whose width is unit and length is the same as the side of the square (see the picture
below), then the area becomes unit area. Determine a. The algebraic form of the problem. b. a
formula (in the form of algebraic symbols) to determine the side lengths of the square! (use
nave geometry method)
Students work in groups as before. The teacher encourages students to no longer use visual
aids to solve the problems given. Teachers and researchers continue to act as mentors who
will help and direct students who have difficulties as well. After the time spent working on it
was deemed sufficient, the teacher gave an opportunity to one of the groups to present their
work and continued with a discussion. The formula that is expected to be found by students is
= + ( 2 ) 2 + 2 The teacher reiterates that the form of the algebra problem when converted
into algebraic form will become 2 − 𝑏𝑥 = and the method they use is the solution by complete
the perfect square. After that, the teacher asked each group to apply the formulas they had
found to further problems in the LAS that had been distributed, for example on the problem 2
7𝑥 = 8 and asked them to compare if they used the nave geometry method. Finally, students
are asked to find the formula for solving the quadratic equation if the given equation is 2 + +
= 0 (which was previously 2 𝑏𝑥 = ).

CONCLUSION

Students' understanding of the concept of solving quadratic equations can be formed by

providing geometric problems as contextual problems at the beginning. In the learning
process, students' understanding develops from the informal stage, namely understanding
geometric problems and nave geometry methods, to the formal stage, namely the algebraic
form of quadratic equations and their solutions based on the concept of completing the
quadratic form. Concept planting is carried out through a series of learning activities, in
which each activity will be given problems that refer to problems in the history of
mathematics, of course, by making a few changes to the sentences so that they are easily
understood by students. Finding formulas is not the main emphasis in the learning design that
is made, but how students can understand the meaning of algebraic symbols (square
equations) through geometric interpretation, understand other forms of an equation to make
factoring easier, and factorize through the idea of completing a perfect square through
geometric interpretation. and the nave geometry method so that students can understand the
concept of factoring quadratic equations. As before, the activity continued with class
presentations and discussions.
 Performing Geometric Manipulation to Solve Problems.
Learning begins with giving geometric questions inspired by historical problems
(Arithmetica Book I Problem 27 (Radford, 1996)). Here is the first problem with
LAS. Students are asked to solve the problem in groups using any strategy. In other
words, the teacher does not limit certain methods that must be used by students. In
essence, this is intended so that they can understand and explore the problems given.
After giving each group the opportunity to present and discuss the answers and what
methods they use, it is hoped that students will be able to rediscover the guided
manipulation method through the activities contained in the LAS and class
discussions.
 Using Nave Geometry Methods to Solve Problems
In this second activity, students do the LAS in groups. The problem given in this
activity is almost the same as the previous problem, but what is known is the
difference in the length and width of the rectangle. The following is a problem in
activity II which is a historical problem contained in ancient Babylonian inscriptions.
• Determine the length and width of a rectangle if the area is 117 units and the
difference between the length and width is 4 units? • Determine the length and width
of a rectangle if the area is 60 and the difference between the length and width is 7
units? (this is a problem that appears in the Babylonian inscription YBC 6967 with a
slightly changed editor). As in the previous activity, students were asked to find
solutions to these problems using the nave geometry method in groups. This problem
aims to make students better understand the concept of the naive geometry method
because it is slightly different from the previous problem.
 Relate Geometry Problems to Algebra (Square Equations)
The teacher asks students to solve the problem using the same ideas they have learned
before and write and describe the steps they use and write them in the form of
 algebraic symbols. The problems given are inspired by the problems found in the
Babylonian Inscription BM 13901 No.2 (Hǿyrup, 1990). Here is the problem given. •
A square if part of its area which is a rectangle whose width is 2 units and the length
is the same as the side of the square is removed, then its area becomes 24 units of
area. Determine the length of the side of the square! (use the method that you have

learned before) • Write down the steps of the solution (on problem above) in the form
of algebraic symbols! As in the previous activity, students were given the opportunity
to present and discuss the results of their work.
 Finding General Formulas for Solving Quadratic Equations
The difference is that the information from the problem given is in the form of
algebraic symbols. Here is the problem given. A square whose side is if part of its
area is a rectangle whose width is unit and length is the same as the side of the square
(see the picture below), then the area becomes unit area. Determine a. The algebraic
form of the problem. b. a formula (in the form of algebraic symbols) to determine the
side lengths of the square! (use nave geometry method). Students work in groups as
before. The teacher encourages students to no longer use visual aids to solve the
problems given. Teachers and researchers continue to act as mentors who will help
and direct students who have difficulties as well. After the time spent working on it
was deemed sufficient, the teacher gave an opportunity to one of the groups to present
their work and continued with a discussion.

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