Last time, we saw how to divide polynomials using long division, which takes a lot of time and space. For the simplest cases, dividing by a monic linear polynomial \((x-c)\), there is a much more efficient method. We’ll again see both how to do it, and why it works; then we’ll see how it ties …
How (and Why) Synthetic Division of Polynomials Works Read More »
Having just looked at the Rational Zero Theorem, I realized we’ve never covered how to divide polynomials, which is used closely with that theorem. Here we’ll look at long division, and then, next time, at synthetic division, its efficient version.
A recent question reminded me that we have not yet covered the Rational Root Theorem (or Rational Zero Theorem), though it has been occasionally mentioned (e.g. here and here and here and here). It allows us to find any roots of a polynomial equation (that is, zeros of the polynomial) that might happen to be …
A recent question about the precise meaning of “difference” led me to some past discussions of the word.
A couple recent questions asked what constitutes “standard form” for a quadratic equation; that will lead us to some older questions about “standard form” for a linear equation. We’ll see that “standard” isn’t quite as standard as you might think.
Let’s look at a nice little challenge: to find a cubic function with maximum and minimum at given locations – without using calculus. We’ll explore how to solve it with graphing software, and using algebra in a couple ways, and finally with calculus. And, surprise! They all give the same answer, though the results look …
Last time, we considered how to represent algebraically the division of a line segment in a given ratio. At the end, we touched on a subject I recalled discussing extensively almost four years ago: that such a “division” can be either internal (inside the segment, as you’d expect) or external (elsewhere on the line containing …
A series of recent questions dealt with proportional division of a line segment. The context was vectors, and we’ll use them a lot, though the main ideas can be understood using ordinary geometry. We’ll see a mistake so easy to make that AI did it just as humans do; and how textbooks can make it …
We’ll work through a textbook exercise that encourages students to discover what it’s like to invent a new number system, as well as why some ideas work but others do not. The topic: What would happen if we changed the definition of the imaginary unit i so that its square is 1 rather than -1?
What do you do when you are given a problem that starts with a “lie” and ends with a wrong answer? We’ll go in several directions with this problem, a system of two exponential equations in two variables.