Help College Algebra Factoring

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Discussion Overview

The discussion revolves around factoring the polynomial expression Y^6 + 124Y^3 - 125, with participants exploring various techniques and approaches to solve the problem. The conversation includes elements of algebraic manipulation, change of variables, and humorous commentary on the terminology used in mathematics education.

Discussion Character

  • Technical explanation
  • Debate/contested
  • Meta-discussion

Main Points Raised

  • One participant requests help with factoring the expression Y^6 + 124Y^3 - 125.
  • Another suggests using a change of variable to simplify the problem, proposing u^2 = Y^6 and u = Y^3.
  • A participant mentions the relationship between roots and factors, stating that if r is a root of F(x), then x - r is a factor.
  • One participant proposes a factorization of the expression as (Y^3 + 125)(Y^3 - 1).
  • There is a discussion about factoring Y^3 + 125, with one participant providing the factorization as (Y + 5)(Y^2 - 5Y + 25) and offering a proof involving algebraic identities.
  • Several participants engage in a humorous exchange about the pronunciation of "algebra," with comments on regional accents and teaching experiences.
  • One participant expresses confusion about the level of algebra being discussed, suggesting that the conversation has strayed from mathematical content.

Areas of Agreement / Disagreement

Participants do not reach a consensus on the main mathematical problem, as various approaches and opinions are presented without resolution. The humorous commentary leads to a divergence from the original algebraic topic.

Contextual Notes

The discussion includes informal exchanges that may distract from the mathematical content, and there are indications of varying levels of understanding and focus among participants regarding the algebraic concepts involved.

Who May Find This Useful

This discussion may be of interest to students learning algebra, educators discussing teaching methods, and those curious about the informal dynamics of online math forums.

AshyLarry
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Y^6+124Y^3-125

the ^ means to the power of
asks to factor

help
 
Mathematics news on Phys.org
One technique that is often useful in many problems is seeing if you can apply some sort of change of variable that makes a problem easier to solve, and then change back once you've solved the problem.
 
I tried the u^2=y^6 and u=y^3, but I am still having issues
 
Remember, If r is a root of the equation F(x), then x-r is a factor.
 
(y^3 + 125) * (y^3 - 1)
 
you can factor y^3 +125...anyone know how to do that?
 
Last edited:
you could use your calculator to take the cube root of -125
 
y^3 + 125= (y + 5)(y^2 - 5y + 25)

If you want proof:

a^3 + b^3
a^3 + b^3 + 3a^2b + 3ab^2 - 3a^2b - 3ab^2
(a+b)^3 - 3a^2b - 3ab^2
(a+b)^3 - 3ab(a+b)
(a+b)((a+b)^2 - 3ab)
(a+b)(a^2 + b^2 - ab)
 
Last edited:
when did this become college algerbra?
 
  • #10
Tom McCurdy said:
when did this become college algerbra?
algerbra? :smile: sorry -I had a teacher back in Alabama who pronounced it that way.
 
  • #11
I had a teacher in Boston who talked about "gammers" and "alphers".
 
  • #12
Tom McCurdy said:
when did this become college algerbra?

my thoughts exactly
 
  • #13
HallsofIvy said:
I had a teacher in Boston who talked about "gammers" and "alphers".
:smile: :smile: :smile:
 
  • #14
And then there was Alpher, Bethe, and Gamow.
 
  • #15
I don't see what is so funny...
 
  • #16
It's about how mathematicians should get at least 1 hour of Greek philology in their studies :wink:
 
  • #17
What is the point if they understand the concepts and teach them to their students?
 
  • #18
There is no 'point'. No-one is saying you're a worse teacher if you can't say 'alpha' correctly. It's just a thing some people appear to find funny...
 
  • #19
I think in many parts of the UK the er and a endings have the same pronunciation anyway. Thus we spell the diminutive of fellow as fella or feller depending on your preference. And Pitta (as inj bread) is the same as pitter (one who pits, as into pit your wits against seomthing). Or summa (summa cum laude) and summer. I would suggest that this holds true in the Boston area too. I remember being there once and being told by some american friends that I would enjoy the accent when some bloke shouted out at soem traffic lights, "use your blinker pal" (indicator) and them taking great delight in repeating it as "blink-AH"
 
  • #20
We appear to have completely lost any mathematical content in this thread!

However, when I was in college, a delivery area behind the cafeteria had been clearly lettered "No Pahking"!
 
  • #21
...and this was in Boston?
 
  • #22
Cambridge, Mass. actually.

And I hearby swear to act like a "mentor" and not contribute anymore nonsense to this thread!
 
  • #23
Tom McCurdy said:
when did this become college algerbra?

I do believe it is now College Algebra. They work their way up from linear functions, to quadratics, to cubics, and all while doing them on the calculator. However, why they're at cubics now, I'm not sure. They should probably still be on linear or starting on quadratic.
 

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