On Some Discrete Quadratic Inequalities

The study reported is directly related to the work of Eastman (1975), which was a continuation of work begun by Carry (1968) and Webb (1971). Eastman obtained a significant interaction when the criterion measure of transfer was regressed on factors of general reasoning and spatial visualization. The Necessary Arithmetic Operations test and the Abstract Reasoning test of the Differential Aptitude Test Battery were used to measure these aptit udes, respectively. Two treatments, one graphical and the other analytical, were used to present methods for finding solution sets of quadratic inequalities. In the graphical treatment, concepts were presented in a symbolic-deductive mode. Eastman observed that factor analytic studies indicated that the measure for spatial visualization used by Carry and Webb (paper folding) had factor loadings on deduction. Conjecturing that the problem of deductive versus inductive presentation of the learning material might have been a confounding variable in the studies by Carry and by Webb, Eastman selected a different measure for spatial visualization, revised the instructional treatments to reflect a figural-inductive mode and a symbolic-deductive mode of presentation, and was successful in isolating an interaction.

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Graphic Solution of Linear and Quadratic Inequalities with Absolute Values

Mathematics Teacher ◽

10.5951/mt.68.3.0204 ◽

1975 ◽

Vol 68 (3) ◽

pp. 204-209

Author(s):

Wayne R. Scott

Keyword(s):

Quadratic Inequalities ◽

Graphic Solution ◽

The Way

Frequently I have heard, “That’s not the way we learned to do it. What our teacher did last year was much easier.” And after this easier method has been observed, the solution has either been incomplete or erroneous.

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Quadratic inequalities associated with integrals of reproducing kernels

Linear Algebra and its Applications ◽

10.1016/0024-3795(88)90154-1 ◽

1988 ◽

Vol 101 ◽

pp. 269-280 ◽

Cited By ~ 3

Author(s):

Saburou Saitoh

Keyword(s):

Reproducing Kernels ◽

Quadratic Inequalities

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DIAGNOSING STUDENTS’ DIFFICULTIES IN SOLVING MATHEMATICAL WORD PROBLEM

JUPITEK Jurnal Pendidikan Matematika ◽

10.30598/jupitekvol2iss2pp61-68 ◽

2020 ◽

Vol 2 (2) ◽

pp. 61-68

Author(s):

Marlin Blandy Mananggel

Keyword(s):

Diagnostic Test ◽

Word Problem ◽

Learning Difficulties ◽

Cognitive Factors ◽

Educational Institutions ◽

Student Difficulties ◽

Qualitative Research Design ◽

Quadratic Inequalities ◽

Field Notes ◽

Model C

The factors causing students' learning difficulties are very diverse, namely cognitive, non-cognitive factors, physical, mental, health, learning environment, teacher's personality, social-culture, economic background of students and schools as educational institutions. Therefore, teachers need to diagnose students' learning difficulties in order to overcome these difficulties. The purpose of this research is to 1) describe students’ difficulties in solving word problem related to the quadratic inequalities; 2) diagnose the cause of these student difficulties. This study is descriptive-qualitative research design. In this case, the researcher is the primary instrument. In collecting the data, the researcher used a diagnostic test sheet, interview and field notes. In this study, triangulation of data source is applied to check the validity of the data. Result of diagnostic test shows that student difficulties are: (a) not identify the problem, (b) not written the information into mathematical model, (c) did not know/forgot the concept of word problem that is GLBB and total revenue, (d) have not been able to make quadratic inequalities, and e) have not been able to determine its solution set. Diagnosis in this research using mapping mathematics, that is a diagram that arrange based on student difficulties. Its research shows that the causes are reading related error, linguistic error, error in understanding inequalities concepts, and error in arithmetic process. The source of causes are students’ cognitive and non-cognitive factors and also pedagogical factors

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