A Transformational Approach to Factoring

Authors

  • Erin Prins Furman University
  • Casey Hawthorne Furman University
  • Kevin Hutson Furman University

Keywords:

Factoring quadratics, mathematical practices, mathematical structure, problem solving

Abstract

Factoring nonmonic quadratics is challenging. To overcome such difficulties, we offer a substitution method that transforms challenging expressions into a more familiar structure. This approach illustrates a common problem solving strategy and engages students in the mathematical practice of looking for and using structure.

References

Common Core State Standards Initiative. (2010). Common core state standards for mathematics. Retrieved from http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf

Hoch, M., & Dreyfus, T. (2004). Structure sense in high school algebra: The effect of brackets. In M. J. Høines & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 49–56). Bergen, Norway: PME.

Kotsopoulos, D. (2007). Unravelling student challenges with quadratics: A cognitive approach. Australian Mathematics Teacher, The, 63(2), 19–24.

Lischka, A. E., & Stephens, D. C. (2020). The area model: Building mathematical connections. Mathematics Teacher: Learning and Teaching PK-12, 113(3), 186–195.

Prins, E. & Hawthorne, C. (2024). Factoring Quadratics: How Tracking Shapes Teachers’ Instructional Decisions and Views of Students. In D. Kombe, & A. Wheeler (Eds.), Proceedings of the 51st Annual Meeting of the Research Council on Mathematics Learning. (pp. 2–10). RCML.

Steckroth, J. (2015). A transformational approach to slip-slide factoring. The Mathematics Teacher, 109(3), 228–234.

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Published

2024-09-26

How to Cite

Prins, E., Casey, H., & Hutson, K. (2024). A Transformational Approach to Factoring. Ohio Journal of School Mathematics, 97(1), 51–61. Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/9880

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Articles