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.

Author Biographies

Casey Hawthorne, Furman University

Casey Hawthorne is an Associate Professor of mathematics education at Furman University. His research interests include developing instructional practices that foster a more robust understanding of mathematical structure. He is currently working on a grant focused on finding ways to provide access to STEM to a wider range of students.

Kevin Hutson, Furman University

Kevin Hutson is a Professor of Mathematics at Furman University. His research interests include network optimization, sports analytics, and industrial applications of mathematics.  For the past decade he has consulted with the NCAA in the area of the mathematics of rating and ranking as well as with ESPN and The Athletic to predict upsets in the NCAA college basketball tournament.   He also teaches a course called Math and the Mouse, a three-week study away experience at Walt Disney World introducing students to the mathematics that make the park run efficiently.

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. hio ournal of chool athematics, 97(1), 51–61. etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/9880

Issue

Vol. 97: Summer 2024

Section

Articles

License

By submitting this agreement, the author hereby grants to The Ohio State University, on behalf of its University Libraries