FINDING

MEANING
Connecting
the formula
to the graphic
representation
in the of quadratic
functions

Quadratic makes the

mathematics

Formula
meaningful to
students.

Thomas G. Edwards
and Kenneth R.
Chelst

W
hile tutoring his granddaughter in in the absence of any context. We think this is par-
second-year algebra recently, the ticularly true in the case of the quadratic formula.
second author lamented that every
textbook he could find expresses UNPACKING THE MEANING
the quadratic formula as IN THE FORMULA−b ± b2 − 4ac
x = the right-hand, side of the for-
Suppose we separate
2a
−b ± b − 4ac
2
mula into a pair of terms to yield
x= , −b ± b 2 − 4ac
2a x = ,
−b b 2 − 4ac
2a .
x= ±
probably the most common form of the formula. 2a 2a
−b b 2 − 4ac
What troubled him x = is that
± this form. hides the −b b 2 − 4ac
2a
2a components
meaning of the various of the equation. −bx = of±each of the .two
Now consider the meaning
x= 2a 2a
Indeed, the meaning was obscured by the simpli- terms. In our experience,
2a students easily see that
fication that arose −b
x =from combining two fractions. −b
2a
When a contextual problem is associated with the
bx2 =− 4ac
2a ?
mathematics, meaning obscured due to a simplifica- ±
2a
tion is often critical. Sometimes,
b 2 − 4ac it is critical even
± ? b 2 − 4ac
2a
258 MATHEMATICS TEACHER | Vol. 112, No. 4 • January/February 2019 −b ± b 2 −2a4ac ?
x= ±
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−b electronically
All rights reserved. This material may not be copied or distributed b 2 − 4acor in any other format without written permission from NCTM.
x= ± 2
 −b b 2 − 4ac
x= ± .
2a 2a

is the equation of the axis of symmetry of the graph

−b
=
of y = ax2 + bx + c.x What then is the meaning of the
other term, 2a

b 2 − 4ac
± ?
2a

When real solutions exist,

−b itb 2is−the 4acdistance the
x = ax2±+ bx + c = 0 lie on either
roots of the equation
2a 2a
side of the axis of symmetry on the x-axis. We
think that separating−b the± right-hand
bb22−−4ac side of the
== −b makes
formula into twoxxterms ± 2a
4ac
it ,
much. more mean-
2a because
ingful for many students, 2a it facilitates
understanding the relationship between the graphic
representation and b 2 − 4ac of a quadratic
−bbparameters
x =the − 4ac
2
±
±2a leads2a .
equation. This, in turn, 2a to deeper student
understanding of the roots of quadratic functions,
in particular, and of −b
polynomial functions more
b 2 − 4ac
x = (−2)2 − 4(1)(−3)
generally.
± = 2a
These ideas2a align with Chazan’s
2(1) thoughts pub- Fig. 1 When students manipulate the slider, the parabola “moves” up or down along
lished in an article in−bthis
16 b42 − 4ac(Chazan 1992).
±2 journal the axis of symmetry. −b ± b 2 − 4ac
x == b −=4ac= 2 , x= ,
± 2 2a2 ? to write the qua-
We believe our recommendation 2a
dratic formula as 2a

b2 − 4ac
−b b 2 − 4ac −b b 2 − 4ac
x = −b ± b 2 .− 4ac . =
in generating the realx roots ±of the equation.
. For
x = 2a 2a
± 2a 2a 2a
2a 2a example, in the activity depicted in figure 1, stu-
dents move a slider back and forth, which causes
is one of the pedagogical −b
b 2 − 4ac2 −b
x = −b ramifications
b − 4ac to which the graph of the quadratic
x = function to appear to
Chazan alluded in x= 2a 2a
that ±
article. Doing . so provides move up and down along2athe axis of symmetry. It
2a 2a
an opportunity to help students develop conceptual is important that students notice that the roots are
understanding of the quadratic b 2 − 4ac formula in a way always equidistant from the b 2 axis
− 4acof symmetry and
± b 2 − 4ac ? ± ?
that will support their ± procedural
2a fluency. verify that the equal distance 2ais that given by the
Even if the formula is2a presented in the form we second term in the formula. For example, in figure
recommend, our experience 2indicates that it is not 1, the slider has been manipulated to set the value
−b b − 4ac −b b 2 − 4ac
sufficient to 4acx =
b 2 −leave it to(−2)
−b
± 2 − 24(1)(−3)
students
±
to recognize the
b2a− 4ac
of c to –3, and the function
x= ±being graphed shows at
± significance = 2a 2a of 2a
geometric 2a x = of each
2(1)
2a
of the, two terms in the top of the Algebra portion the window. At
this point, students can be asked for the roots of
16 42
= −b = b =− 24ac the equation y = x2 – 2x –−b3, andb 2how− 4acfar each root
x = 2± 2 2 . x= ± .
2a−b b2a− 4ac is from the axis of symmetry.
2a Once 2a students have
x= ± .
2a 2a identified the roots as –1 and 3 and that each root
Those connections must b −
2
4acexplicitly developed
b 2 −be4ac .
lies 2 units from the axis ofb 2symmetry,
− 4ac they should
with students. We believe ± 2a that the best way to do so verify that the distance±2 is equal to the second
−b2a 2a
is to provide activitiesx = in which students encounter term in the quadratic formula:
2a
the connections between the
b 2 − 4ac quadratic formula and
the graph bof −a 4ac
2
quadratic (−2) 2
− 4(1)(−3)
function. In this way, they b 2 − 4ac (−2)2 − 4(1)(−3)
± = 2a2 ± =
2a
may learn mathematics −2(1)
bwith 4ac
sense 2a 2(1)
± ? making, rather
than as a set of procedures 16 4 2a with no real meaning. 16 4
= = =2 = = =2
In this vein, we created 2 GeoGebra
2 activities in 2 2
which students can explore −b several
b − 4ac
2
quadratic equa-
x= ±
tions in a class in which values of a and b remain Finally, students can be asked what changes and
b2a
2
− 4ac 2a b 2 − 4ac
the same while the value of c.varies. We believe what remains the same as the parabola
. appears to
2a
this activity allows the discovery of both the axis of move up and down. In our2a experience, they will
−b b 2 − 4ac
symmetry embedded x = in the ± quadratic. formula, as see that the position of the parabola changes, but its
2a
2
− 4ac 2a − 4acbe asked what hap-
well as the role of theb term shape does not. Next, theyb 2 can
2a pens to the distance between 2a the x-intercepts as the
b 2 − 4ac parabola moves upward. Once they have seen that
±
2a the distance decreases, they can relate this narrow-
ing back to the formula. We believe that expressing
b 2 − 4ac (−2)2 − 4(1)(−3)
± = Vol. 112, No. 4 • January/February 2019 | MATHEMATICS TEACHER 259
2a 2(1)
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16 4
= = =2
 large number of equations to be investigated. We
believe that students will find this activity an aid
to seeing that the roots of a quadratic function are
always equidistant from the axis of symmetry.
−b ± b 2 − 4ac
x= , CONCLUDING THOUGHTS
2a We believe the approach we have proposed above is
−b ± b 2 − 4ac
x= , consistent with the visions of mathematics teaching
2a2
−b b − 4ac and learning articulated in both Principles and Stan-
x= ± .
2a 2a dards for School Mathematics (NCTM 2000) and
−b b 2 − 4ac
x= ± . the Common Core State Standards for Mathematics
2a 2a (CCSSI 2010). When students engage in activi-
−b
x= ties such as those we have described, they will be
2a
−b using algebraic symbols to represent, analyze, and
x=
2a 2 understand a mathematical situation, as suggested
b − the
Fig. 2 Students can manipulate the sliders to investigate 4acdistance from the axis in Principles and Standards. Moreover, they will be
± ?
of symmetry to the roots for many different equations. 2a reasoning abstractly and quantitatively, making use
b − 4ac
2
± ? of structure, attending to precision, and, in particu-
2a 2
−b b − 4ac lar, using an appropriate tool strategically, as the
x= ± Common Core State Standards recommend.
2a 2a
the formula with the b 2 − 4acterms separated
−b fractional Understanding the quadratic formula is a criti-
x =two ±
helps students to see that 2a
2a the distance between the cal goal of high school algebra. Not simplifying the
−b b 2 − 4ac
x-intercepts is controlled
x= by
± the expression
. b2 – 4ac, formula completely leaves it in a form that will
and that if a and b are2a constant,
−b
2a c increases, the
b 2 −as4ac be more meaningful for students. We believe that
x=
value of b2 – 4ac decreases. ± Similarly, .in the case when students understand what the components
2a 2 2a
where a < 0, as c increases, b −b4ac2
– 4ac also increases. of the quadratic formula mean, they are better
±
Carrying this idea of the 2adistance between the equipped to apply the formula and understand and
b 2 − 4ac
x-intercepts further, a±second GeoGebra activity interpret the meaning of the resulting solutions.
allows students to investigate 2a
b 2 − 4ac (−2)2 −how far along the
4(1)(−3)
± the axis =of symmetry the roots of a qua-
x-axis from REFERENCES
2a 2(1)
dratic equationb 2 −lie.
4acFigure − 4(1)(−3)
(−2)22 depicts this activity Chazan, Daniel. 1992. “Knowing School Mathemat-
2 ± = 16 4
for x + 3x – 22a = 0. Again,
= students
= 2(1)= 2 should verify ics: A Personal Reflection on the NCTM’s Teach-
that the equal distances216 CA and 2 AB both equal
4 ing Standards.” Mathematics Teacher 85 (May):
= = =2 371–75.
2 2
b − 4ac
2
Common Core State Standards Initiative (CCSSI).
. 2010. Common Core State Standards for Mathe-
2a
b2 − 4ac matics. Washington, DC: National Governors Asso-
.
Alternatively, the value 2aof ciation Center for Best Practices and the Council of
b − 4ac
2
Chief State School Officers. http://www.corestan-
2a
b 2 − 4ac dards.org/wp-content/uploads/Math_Standards.pdf
2a National Council of Teachers of Mathematics
(NCTM). 2000. Principles and Standards for School
can be computed and displayed by the GeoGebra Mathematics. Reston, VA: NCTM.
software. Finally, the use of the sliders to control
the values of the coefficients a, b, and c allows a

THOMAS G. EDWARDS, t.g.edwards@

wayne.edu, and KENNETH R. CHELST,
kchelst@wayne.edu, are colleagues at
Wayne State University in Detroit, Michi-
gan. They are interested in developing
mathematics concepts in meaningful
ways, as well as supporting the teaching
and learning of mathematics using a vari-
ety of technological tools.

260 MATHEMATICS TEACHER | Vol. 112, No. 4 • January/February 2019

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