Jeremy J.

asked • 06/05/16

when do you know you cannot factor a quadratic relation, and know when exactly to use quadratic formula??

I know how to factor and how to use the quadratic formula... but however I can't seem to grasp, when to use quadratic formula. I mean when a relation cannot be factored, but how do you determine it cannot be factored?

2 Answers By Expert Tutors

By:

Michael J. answered • 06/05/16

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5 (5)

Effective High School STEM Tutor & CUNY Math Peer Leader

Mark M. answered • 06/05/16

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5.0 (278)

Mathematics Teacher - NCLB Highly Qualified

David W.

Mark M's steps are logical and excellent.
 
However, less and less time is being spent on the early steps when an app or spreadsheet with the quadratic formula is readily available.  Why not start there since it is SOoo... easy?  (I just type coefficients into a spreadsheet on this computer).  The mental discipline required for Mark M's early steps can be more valuable elsewhere (note:  I used to find square roots using the Newton-Raphson method with a slide rule until calculators with a square root button became available).
 
Of course, it is helpful when the app/spreadsheet produces a whole-number root and we realize that this fits a result that could have been found using one of the other methods.  But, this is not only easier, it is much faster.
 
We now have come to the point of asking, "Why even learn archaic methods?"
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06/05/16

Mark M.

David, you raise a philosophical question that has import to all of learning: Why learn anything? I have my father's triple log slide rule (with case). Not only do I know that it works, I know why it works (laws of exponents and logarithms). Now knowing the why, for some, may not be valued, yet that does not mean it should not be taught or learned.
To the current case, a student may now how to "plug in" the values for the quadratic formula and not know why it works - as derived from solving a quadratic by completion of the square. So why even teach completion of the square?
For mathematics, the entire curriculum could be reduced to - borrowing the term from computers - plug and play, without any shred of mathematical reasoning. And reasoning is one of the aspects that is so frequently absent from the curriculum yet so frequently absent in the mathematical work of some students.
To extend the argument - perhaps ab absurdo - why teach addition and multiplication? 
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06/05/16

Michael J.

Mark makes an excellent point and I can relate to what he says.  What is the use of an app when people do not know the concepts or theories behind it all?  That is why students do not show work when doing assignments or taking tests.  They just guess the answers.  Showing work shows that they understand the concepts and reasoning behind why they chose that answer.
 
I seen students (high school and up) who do simple math such as  2+2  on a calculator.  This tells me that the teacher is not teaching them how to add and subtract at the earliest of grade levels, or even teach them the concept of addition or subtraction.   They would tell students, "Okay, take your calculators and solve this simple problem."
 
My SAT tutor back when I was in high school always told me this.  "Master the material.  Don't just kind of know it."
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06/05/16

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