Curriculum Topic Study

Algebra 1 (9th - 12th Grade)

Quadratic Equations
I. Identify Adult Content Knowledge

Quadratics is a section within mathematics that is firmly based on equations and understanding how manipulating variables or exponents can alter the quadratics form, direction or overall shape. Interesting to note, the new content that I learned which also improved my understanding of the concept came from the brief history provided in the readings. The role of early mathematicians in developing approaches to solving quadratic equations are still instrumental in shaping how students still approach and think about solving quadratic equations. Examples used in the reading rightly included engineering, physics and science references in which quadratic equations can be contextualized to provide real-world applications. Developing an equation for tossing a ball over a balcony, tracking the trajectory of a basketball shot or developing a racecar track are all examples in which quadratic equations are prevalent. The readings provided great insight on the applicability of this topic and how to encourage students to think about the concept matter. a. Science for All Americans (pp. 132-134) All adults, especially teachers, should understand that numbers and relationships could be represented in a number of ways known as symbolic relationships. In education, it is important to present this information in the forms of models, investigative activities and within real-world contexts in efforts to help students reach that goal. Algebra is a field that is based on exploring relationships between different quantities and representing them as symbols and by manipulating statements. Therefore adults should understand the relationship between numbers, symbols and how to accurately represent both in a number of contexts and symbolic statements. Examples of symbolic relationships include being directly proportional, inversely proportional, acceleration, and convergence. Symbolic statements may be manipulated to solve for certain sets of information or to substitute into other equations to obtain additional information. This reading provided some insight on how this topic should be presented within a K-12 setting. The most important way to present this topic is by using real-world applications in which students can relate and understand. It is also important to represent the topic, perhaps by manipulating statements, to increase student comprehension and accessibility to the concept matter. b. Beyond Numeracy (pp. 198-201) This reading helped identify the basic ideas underlying quadratics. Quadratics, which literally means that something is squared, deals with equations or mathematical statements where a variable is squared. A vivid example provided in the resource came in the role quadratics have in conic sections. Conics are a visual section in mathematics that requires one to understand the role of exponents and variables in determining the shape or type of conic. This can include circles, ellipses, parabolas and hyperbolas. Another example of provided in the reading is the use of

quadratic equations in developing and solving physics and engineering problems. This reading also provided background information or a brief history concerning the development of roots of quadratic equations. Individuals such as Geronimo Cardano, Niccolo Tartaglia and other sixteenth century Italian mathematicians explored how to find roots of quadratic equations. However, nineteenth century French mathematician Evariste Galois further demonstrated that it was impossible to solve quadratic equation in one way. Galois, who is seen as a forefather of abstract algebra, stated that higher-order equations required more complex ways of solving them. This brief history lesson, helped in understanding the implications that came from developing quadratic equations and how that process still determines how we solve quadratic equations today. II. Consider Instructional Implications

There are a number of suggestions that are provided to encourage effective instruction of quadratic equations. The most important suggestion stated in both sources is to create investigative lessons that encourage students to analyze, think and solve quadratic equations. In order to accomplish this task, it is important to incorporate real-world problems that allows for the use of technology to solve the problems. This approach could also encourage students to understand the applicability of the concept matter and help to improve their understanding of the material. Although this is an interesting topic, there are misconceptions that exist. Some individuals will struggle with the meaning and role of variables in quadratic equations. Other misconceptions that may exist deal with the impact of numerical coefficients in the visual representation of quadratic equations. Therefore, it is important to create lessons that allow students to explore the role of variables, coefficients and exponents in the shape and roots of quadratic equations. This allows students to see how the varying components ultimately shape the quadratic equation and how this information can be shaped to explain trends or represent data that could come from real-world situations. One example on incorporating a real-world experience or example comes in the well-known tossing a ball example. This is an idea that students of all ages are familiar with and could be used in creating a quadratic equation, through its components, to develop a holistic understanding how what a quadratic equation is and how it is applicable to everyday life. a. Benchmarks for Science Literacy (pp. 218-220) Quadratic equations are a topic that begins early in students mathematical educational journey and develops as students begin to take more difficult mathematics classes. During middle school years, students should explore relationships among different quantities. This can occur by manipulating mathematical statements through symbols and representing statements as symbols. The goal is to get students to explore the concept matter in efforts to abstractly understand the full reaches of quadratic equations. The best approach to this suggestion is to contextualize problems in real world situations such as motion and student experiences. It is also vital for students to understand the importance of defining variables and their use in the context of mathematics. By the end of 8th grade, students should understand that an equation with a variable may just be true for one value of the variable, that mathematical statements can be used to describe dependent changes in quantities such as rates of change, and that graphs are a useful

model/tool in understanding the relationship between variables and could describe characteristics of equations or functions. b. NCTM Principles and Standards for School Mathematics (pp. 297-300, 305-306, 338-340) This section provided insight on different ways of thinking about the instructional implications of quadratic equations. The most important theme that occurred throughout this section was allowing students to investigate or engage in the material through discovery. By allow students to engage in the concept matter, through an investigative approach, students could develop a firmer understanding for the concept matter. This approach would allow students to discover connections, patterns, different relationships and applying that information to applicable situations. To accomplish this goal, students would need to utilize technology, develop foundational mathematical understanding and engage in the subject matter through abstract and thought provoking activities. Of course, this would require the teacher to develop abstract activities that develop conceptual understanding through investigative hands-on activities. However, the benefits of this approach would allow students to develop problem-solving skills that could extend outside the walls of the mathematics classroom. An investigation of different functions by exploring characteristic changes, forms and manipulation of that data should encourage teachers to develop effective lessons that pushes students towards inquiry learning based on asking the right questions and discovering the correct answers. III. Consider Instructional Implications

There are a number of learning goals that align well with quadratic equations. Students need to be able to use technology to model, analyze, solve and make sense of functions. Students also need to be able to fluently compute and understand the impact numbers have in creating different functions and altering the resultant shape of those functions, in this case quadratics. The ability to analyze, make reasonable estimates, interpret and model is specific procedures and ideas necessary for the learning goals associated with quadratic equations. Being able to visualize the impact of coefficients and exponents of quadratic functions increases a students capacity to model real-world data and represent that data in different ways or to make necessary connections. The two sources used in this portion of the curriculum topic study complimented each other in understanding the specific concepts and ideas pertinent to quadratic equations. The ultimate goal is for students to be able to solve quadratic equations, whether it is using the quadratic formula or factoring. These two sources advocate for students to engage in the concept matter through technology, recalling prior knowledge and engage in problem-solving strategies, which are necessary to understand how this topic relates and is useful in the real-world. a. Benchmarks for Science Literacy (pp. 219-221) n/a

b. NCTM Principles and Standards for School Mathematics (pp. 290 or 393, 296 or

395) For this concept matter, students need to understand patterns, relations and functions. In order to accomplish this goal, students need to be able to generalize patterns using functions, flexibly use various representations of functions. Performing transformations using functions with the aid of technology recognize real-world applications of functions compare and contrast the properties of different types of functions and interpret functional representations. Using algebraic symbols, students should also represent and analyze mathematical situations and structures by understanding equivalent forms, writing equivalent forms fluently and mentally, using symbols to represent the information, decipher and judge the meaning of functions through technology. To help in the previous expectations, students need to understand quantitative relationships by modeling the function, using symbolic expressions and drawing reasonable conclusions about the modeled situation. While students are expected to accomplish the previous goals, they should also be able to understand how to represent numbers or number systems, understand and relate different operations and compute fluently and make reasonable estimates. It is important to develop a deeper understanding of numbers and number systems, compare and contrast numbers, understand the usefulness of matrices and justify mathematical reasoning using numbers. Quadratic equations provide an opportunity to accomplish these expectations by analyzing the impact numbers, whether as coefficients or exponents, have on the visual form of the equation. However, a firm understanding of mathematical operators is crucial in developing an understanding of relational properties and using computations to make reasonable estimates. A firm understanding of these expectations is necessary for teachers to have in efforts to develop and present lessons that further cement student understanding and engagement of these expectations. IV. Examine Research on Student Learning

As stated earlier, students can develop misconceptions about mathematical concepts throughout their mathematical education. One misconception is certainly the role and meaning of variables. Therefore, it is important for students to define what a variable is and how it is useful in solving quadratic equations. It is also important for students to understand how variables are necessary in helping us to decipher what patterns, relationships or other information we can gather by analyzing quadratic equations. However, to accomplish this goal, students need to be able to interpret and develop graphs. Students may have difficulties creating a graph or representing data on a graph and therefore may need to strengthen graphing skills. This also encourages the need to activate prior knowledge by using real-world applications to help students remain engaged in the process and to reaffirm the idea that graphs are inly models or visual representations of the functions, in this case quadratic equations that we are solving. There are various reasons in which students may develop misconceptions, often times these misconceptions arise from personal experience or missing crucial concept matters from how mathematics is presented. However, the text provided the use of technology as a way to address these misconceptions as to allow students the opportunity to visually engage in the concept matter. There were no specific grade levels provided in which student may be more apt to learn certain ideas concerning quadratic equations. Instead, the main difference came in how to present or reaffirm the meaning of symbols, ways of analyzing data and explaining what the given information means. Prerequisite knowledge is necessary in being able to solve quadratic equation. However, it is

important have a firm understanding of operators, symbols and to visualize develops and analyzes data. a. Benchmarks for Science Literacy (pp. 351) Research plays an important role in shaping how teachers instruct students through the incorporation of best practices. However, the best way to instruct students is to anticipate students misconceptions and teach to address those misconceptions. An example used in the text dealt with understanding that the equal sign is an indicator of equivalence. Regardless of a mathematics students age, it is important to present that concept in a way that allows students to understand the meaning of relating equivalent statements and checking if a solution makes a mathematical statement equivalent and to justify the outcome. b. Research Companion (pp. 128-131) There are questions and tasks that might be helpful to discover what students know about solving quadratic equations. I have just finished teaching a chapter that covered solving systems of linear equations and therefore found the example provided in the text both interesting and applicable. Solving quadratic equations actually follows solving systems of linear equations in the pacing guide. So one way to discover if students can relate the two topic matters is to provide them a quadratic equation and a regular linear equation and ask them if there is a way to solve the two equations. Students would have the tools to solve equations using the elimination or substitution methods, however hearing how they use those methods in approaching this topic would indicate how much they understand and can relate prior knowledge to quadratic equations. The best way to overcome misconceptions or avoid them in the first place, is to engage in classroom discourse and allowing students to engage in exploration activities to solve quadratic equations. Research shows that students should use technology to help in understanding the concept matter. By allowing students to technologically graph and see different representations of functions is an important teaching practice to clarify the concept matter. V. a. Examine Coherency and Articulation Atlas of Science Literacy (pp. 117)

Due to the reliance on pacing guides, teachers are mainly focused on covering the benchmarks that are pertinent to their specific class. However, a concept map that traces what students should know from K-2 to the current grade is important in addressing misconceptions from prior grades to preparing students for what they should know in adulthood. This information is also important in helping students to create a big picture idea of what they are learning and why it is important to learn. In addition, the concept map also allows teachers to trace were student misconceptions could occur and develop an approach to addressing them. There are a number of connections that cane made among ideas or skills in this topic. An important one was using whole numbers in ordering, counting and identifying objects and events in K-2 to using statements, symbols and graphs to replace or represent numbers in grades 3-5. Another connection understood mathematical statements using symbols as a whole in 3-5 leading to symbolic equations and equations containing variables in grades 6-8 and onwards to analyzing graphs and data in high

school. These mathematical connections are also tied to describing objections that are based on real-world situations, using mathematical logic, and understanding the importance of recognizing patterns and relationships. Perquisite ideas include understanding how things are related to each other and lead to an amalgamation of a central theme. Once foundational mathematical understanding is developed, student learning can occur and lead to the more complex concepts and activities that emerge in later grades. Mathematics is a progressive concept matter that requires that we get certain steps correct and in order which a concept map of this nature helps us to understand. It is for that reason that I was able to better understand how my topic should initially be presented in earlier grades, is expounded upon in middle grades and should be focused to prepare students for adult content knowledge through real-world lessons. VI. Clarify Sate Standards and District Curriculum

A number of suggestions align well with this topic, which includes incorporating the use of technology, building upon prior knowledge, using models, increasing problem-solving skills and stressing the importance of vocabulary. To accomplish this goal, students need to remain engaged, challenged and aware of the applicability of what they are learning. Cognitive performance verbs that are most important in this topic are to solve, factor, perform, and use. These verbs are appropriate to the content matter and further cement the fact that students need to engage in the material to understand the far-reaching nature of quadratic equations and the relationships and patterns that exist within solutions. These verbs also focus how to best present the information in terms of reaching the requirements of the presented benchmarks. The readings improved my content understanding by providing applicable examples, and discussing what students should know at certain stages in their educational journey. The readings also provided insight on how to best present this information to students and possible considerations on altering the lesson pacing. a. Florida State Standards State standards that apply to this topic include: MA.912.A.1.8: Use the zero product property of real numbers in a variety of contexts to identify solutions to equations (Cognitive Complexity: Moderate), MA.912.A.4.3: Factor polynomial expression ((Cognitive Complexity: Moderate), and MA.912.A.7.2: Solve quadratic equations over the real numbers by factoring, and by using the quadratic formula (Cognitive Complexity: Moderate). In the teaching of quadratic equations, the most important learning goal is to understand the relationship between variables as well as the impact of coefficients and exponents in determines the resultant equation or function. Students need to understand how changing quadratic equations can change a linear equation into a parabola, hyperbola or another exponential function. However, for the purposes of this curriculum topic study, students need to be able to find the solutions of quadratic equations by either factoring or using the quadratic formula and use those solutions to make sense of the given problem. The endpoints concerning this section are for students to be able to analyze, interpret and understand how numbers, and even variables, can have meaning by altering quadratic equations and the outcome of the data they provide. The comprehensive study of this topic will allow students, using the latest research, to use technology and prior knowledge to make

meaning of how quadratic equations can relate to real-world situations while following state standards. b. District Curriculum Guide The essential skill to allow students to development a coherent understanding of the concept matter is to teach them how to solve quadratic equations using available methods. I would not explicitly state that there are gaps in the curriculum guide but will say that it might be necessary to review previous coursework to activate prior knowledge and help students make connections to previous information. In the district-pacing guides, a group of algebra teachers have determined what sections in the appropriate chapter can be skipped in efforts to thoroughly present the concept matter. Upon further review, it appears the sections that are not covered either are embedded in other sections or thoroughly covered in previous or subsequent mathematics courses. The sequence of how to present the information is largely determined by the textbook, however the pacing guide largely follows that sequence and further supports the notion that students will always need to know certain pieces of information before learning certain topics. Because we cannot expect students to recall everything they have learned in previous classes, it is necessary to briefly review certain concepts to activate prior knowledge and further increase conceptual understanding and engagement with the current topic.

Sources: National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics. Project 2061 (American Association for the Advancement of Science). (2001). Atlas of science literacy. Washington, DC: American Association for the Advancement of Science. Paulos, J. A. (1991). Beyond numeracy: Ruminations of a numbers man. New York: Alfred A. Knopf. Project 2061 (American Association for the Advancement of Science). (1993). Benchmarks for science literacy. New York: Oxford University Press. Project 2061 (American Association for the Advancement of Science). (1990). Science for all Americans. New York: Oxford University Press.