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Apr
20
comment “the product of the factors” versus “the factors of the product”
@late_learner Algebra-precalculus arithmetic teaching is the context in a commutative situation.
Apr
20
revised “the product of the factors” versus “the factors of the product”
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Apr
20
asked “the product of the factors” versus “the factors of the product”
Apr
19
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Apr
12
comment High school math definition of a variable: the first step from the concrete into the abstract…
@RossMillikan Variables that won't vary, or constants that aren't constant, sounds like contradictions that is not contradictory, or oxymorons that aren't oxymoronic.
Apr
12
revised High school math definition of a variable: the first step from the concrete into the abstract…
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Apr
11
revised High school math definition of a variable: the first step from the concrete into the abstract…
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Apr
11
revised High school math definition of a variable: the first step from the concrete into the abstract…
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Apr
10
revised High school math definition of a variable: the first step from the concrete into the abstract…
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Apr
6
revised High school math definition of a variable: the first step from the concrete into the abstract…
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Apr
6
comment High school math definition of a variable: the first step from the concrete into the abstract…
Thank you I appreciate your response to my question. The variable, x, in the quadratic equation represents a parabola when it "varies" over a given domain. But the variable in the equation $0 = x^2 + 2x + 1$ is, as you said "an unknown quantity. It does not vary." Yet in both situations they are referred to as a variable, and this duality is embodied in the definition of a variable as "a symbol used to represent one or more numbers." Could the motivation behind this definition be such that we don't have to make the distinction between an "unknown specific quantity" and a "varying" quantity?
Apr
6
asked High school math definition of a variable: the first step from the concrete into the abstract…
Apr
5
comment Factor $14x^2 - 17x + 5$.
@TheChaz How do the "issues" you mentioned at the beginning of your answer relate to the quickness and time saving value of the trial and error method? (Provided that students are taught a systematic method.)
Apr
5
comment Factor $14x^2 - 17x + 5$.
I appreciate your comments. Doesn't the trial and error method make you appreciate the group and factor method? Some, who are practiced with the trial and error method, can quickly "see" the factored form. They run through the combinations of factors of the a and c terms and find the factors of the trinomial. They actually prefer this method, and only use the group and factor method when they get stuck. It saves them time. Thanks for the comments.
Mar
29
revised Factor $14x^2 - 17x + 5$.
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Mar
29
revised Factor $14x^2 - 17x + 5$.
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Mar
29
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Mar
29
revised Factor $14x^2 - 17x + 5$.
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Mar
29
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Mar
29
answered Factor $14x^2 - 17x + 5$.