Matthew Boelkins
Grand Valley State University
Network
Latest external collaboration on country level. Dive into details by clicking on the dots.
Publication
Featured researches published by Matthew Boelkins.
Mathematics Magazine | 2008
Matthew Boelkins; Justin From; Samuel Kolins
Given a real polynomial with all its roots real, the Polynomial Root Dragging Theorem [1], [2] states that if one or more roots of the polynomial are moved to the right, then all of the critical numbers also move to the right (or possibly stay fixed, if a root is repeated) with none of the critical numbers moving as much as the root that is moved most. But what happens if some of the roots of the polynomial are dragged in opposing directions, either toward or away from each other? Anderson’s proof of the Root Dragging Theorem in [2] can be modified to show that for odd and even polynomials, if we drag some subset of the positive roots toward the origin, and simultaneously drag the corresponding negative roots toward the origin so that the updated polynomial remains odd or even, then all of the function’s critical numbers move toward the origin (or stay fixed). For a polynomial that is not necessarily odd or even, the situation is more complicated. As shown in the example in Figure 1, it appears that when two consecutive roots are dragged toward each other (as indicated by the arrows), the critical numbers to the left of the first root move right, while the critical numbers to the right of the second root move left. In particular, for the critical numbers ci of the original polynomial p and the critical numbers di of the updated polynomial q, we have that c1 < d1 and c2 < d2, while c4 > d4. It turns out that our observations in this example hold in general. In what follows we prove the Polynomial Root Squeezing Theorem, which shows that dragging certain pairs of roots toward
PRIMUS | 2005
Matthew Boelkins
ABSTRACT In teaching a course without a textbook, we introduce a project in which students develop their own text. Details of the project, student reactions, benefits to students, and more are discussed.
PRIMUS | 1998
Matthew Boelkins
ABSTRACT In standard mathematical notation, it is common to have a given symbol take on different meanings in different settings. In this article, the author shares anecdotes of how this symbolic double entendre causes difficulties for students, and then suggests ways instructors can clarify these ambiguities to make mathematics more understandable to students.
PRIMUS | 2010
Joanna A. Ellis-Monaghan; Matthew Boelkins
College Mathematics Journal | 2006
Matthew Boelkins; Jennifer Miller; Benjamin Vugteveen
Archive | 2018
Steven Schlicker; David Austin; Matthew Boelkins
Archive | 2017
Steven Schlicker; David Austin; Matthew Boelkins
Archive | 2016
Matthew Boelkins; David Austin; Steven Schlicker
PRIMUS | 2011
Joanna A. Ellis-Monaghan; Matthew Boelkins
College Mathematics Journal | 2006
Victor J. Katz; Matthew Boelkins