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Edwards, Thomas G.; Chelst, Kenneth R. – Mathematics Teacher, 2019

While tutoring his granddaughter in second-year algebra recently, the second author lamented that every textbook he could find expresses the quadratic formula as probably the most common form of the formula. What troubled him is that this form hides the meaning of the various components of the equation. Indeed, the meaning was obscured by the…

Descriptors: Mathematics Instruction, Mathematical Formulas, Algebra, Teaching Methods