Abstract
In recent years, quadratic equations have started to become of greater interest to researchers. This study explored what conceptions high school students have about quadratic equations with one unknown using concept definition and concept images as theoretical concept. The data was gathered through semi-structured interviews with 14 eleventh grade high school students. Analysis of data displayed that students could not provide a proper definition of quadratic equations with one unknown, and their definitions were not consistent with the formal (standard) definition of quadratic equations. Moreover, the findings showed that students' concept image of quadratic equation is quite limited and dominated by ideas factoring. Students' conception of quadratic equations also showed that participating students lacked three types of prerequisite knowledge, degree of polynomial, variable and equals sign. To enrich students' concept images both procedurally and conceptually, this study has implications for teachers. The implications of the findings are discussed.
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