This report is part of a project funded by the Centre for Learning and Academic Development (CLAD) at the University of Birmingham. The objective of the project was to develop new learning resources to enable staff working in Science, Technology, Engineering, and Mathematics (STEM) to incorporate puzzle-based learning in their teaching. This guide to puzzle-based learning accompanies a selection of mathematical and logic-based puzzles, grouped by mathematical topic and approximate â??levelâ??, as judged by our experiences. It is written to provide advice to staff on how to adapt such puzzles for use in their subject at the appropriate level(s). Badger M., Sangwin, C.J., Ventura-Medina E. and Thomas C.R. (2012) A Guide to Puzzle-based Learning in STEM Subjects, University of Birmingham, http://web.mat.bham.ac.uk/C.J.Sangwin/Publications/GuideToPuzzleBasedLearningInSTEM.pdf

With widening participation in the university sector and the reduction in pre-requisites for entry into many university science courses, students are arriving at university with reduced competencies in mathematics. As quantitative skills are crucial for study in science, under-preparation has direct effects on multiple disciplines. The Maths Skills Program for first year science and statistics students at La Trobe University was developed in collaboration with science coordinators to provide students with mathematics support that highlights the relevance of mathematics to their disciplines. In evaluating the program, both the students and science coordinators were surveyed. The student responses on questionnaires indicated the students saw the relevance of the program to their educational goals, believed the questions written in context helped them learn their subject, and the focus on relevance helped them understand how mathematics was related to their subject. This was in line with the responses from the science coordinators who found the program to be relevant to their disciplines and assisted students in applying mathematics in context. Deborah C. Jackson, Elizabeth D. Johnson, Tania M. Blanksby. (2014) A Practitioner’s Guide to Implementing Cross-Disciplinary Links in a Mathematics Support Program. IJISME, Vol 22, No 1. http://openjournals.library.usyd.edu.au/index.php/CAL/article/view/6898

This project created a learning environment that raises statistical awareness among STEM employers and employees and: shows the need for employers to audit employees' statistical skills and act on the evidence provided by the audit; builds an understanding of the role of statistical skills in developing a fully competent workforce; develops an appreciation of how statistical skills can be improved. It created a web-based tool for employers to audit their employees? statistical skills. This report gives details about the project and the created resources. This report was written by Neville Davies and John Marriott. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.

This mathtutor extention video explores the surface area to volume ratios of animals through cubes and some applications of this mathematical modelling. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

Introductory leaflet on numeracy for adult learners.

biomathtutor presents students with a filmed bioscience-based scenario and guides them through some of the mathematics they need to understand and grow confident and competent in using routinely. The case-study scenario, covering practical aspects of haematology and microbiology, is presented via a narrated film, 24 min in length, but divided up into short sections. The film tracks the diagnosis and treatment of a student with anaemia and a throat infection and links the clinical findings and diagnoses to 33 interactive questions and relevant maths tutorials. An additional 24 interactive questions cover the same range of basic mathematical concepts presented in similar biological contexts, with a view to reinforcing students' learning. biomathtutor was developed by Vicki Tariq (University of Central Lancashire), John Heritage and Tom Roper (University of Leeds), Andrew Bond (University of Westminster), Mike Tribe (University of Sussex) and the EBS Trust. It was funded by HEFCE through its National Teaching Fellowship Scheme. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by EBS Trust 2006. NOTE: This resource has been tested on a Windows platform with Internet Explorer. There are known problems with Firefox and/or Apple systems.

A video tutorial introducing Boolean expressions and how to apply the laws of logic to simlify Boolean expressions. There are 8 videos in the Boolean series. This resource has been contributed under a Creative Commons licence to the mathcentre Community Project by Eva Szatmari and Catherine Griffiths, Birkbeck College, University of London and reviewed by Gill Whitney, Middlesex University. It is one of a series of 20 video resources funded by a sigma Resource Development grant.

In this unit we consider how quadratic expressions can be written in an equivalent form using the technique known as completing the square. This technique has applications in a number of areas, but we will see an example of its use in solving a quadratic equation. (Mathtutor Video Tutorial) The video is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

Completing the square is an algebraic technique which has several applications. These include the solution of quadratic equations. In this unit we use it to find the maximum or minimum values of quadratic functions. (Mathtutor Video Tutorial) The video is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

Completing the square is an algebraic technique which has several applications. These include the solution of quadratic equations. In this unit we use it to find the maximum or minimum values of quadratic functions. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

Completing the square is an algebraic technique which has several applications. These include the solution of quadratic equations. In this unit we use it to find the maximum or minimum values of quadratic functions. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

Completing the square is an algebraic technique which has several applications. These include the solution of quadratic equations. In this unit we use it to find the maximum or minimum values of quadratic functions. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

In this iPOD video we consider how quadratic expressions can be written in an equivalent form using the technique known as completing the square. This technique has applications in a number of areas, but we will see an example of its use in solving a quadratic equation. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.