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Diagnostic Testing within Institutions - Manchester Metropolitan UniversityTwo weeks are spent doing revision prior to three diagnostic tests. These are designed to assess studentsâ?? strengths and weaknesses after they have spent some time working in a mathematical context. The tests are all paper-based multi-choice questions (MCQs). They are hand-marked, but owing to the small number of students there is little time delay between assessment and distribution of the results.
Diagnostic Testing within Institutions - Queen Mary, University of LondonAll students are assessed using a paper-based written test of multi-choice questions (MCQs). The test has 15 questions of which the students must pass with 12 correct. Two hours were allowed. All of the questions were on routine arithmetic and algebra with emphasis on manipulative drill and practice, e.g. decomposition into powers of primes, long division, fractions, BODMAS, surds, elementary function definition, and inequalities. The test is quite demanding and was introduced last year 2001. It is repeated for those who fail six times during the course of the year in a programme called â??Essential Mathematicsâ??. Passing it is a mandatory requirement to proceed into the second year.
Diagnostic Testing within Institutions - UMISTAll students are assessed using a paper-based written test on their first day in the department. The students are allowed to use any non-graphical calculator to help answer 48 questions of the type and standard that they should be familiar with from A-Level. The questions range across simple arithmetic and algebra through logs to differentiation and integration, finishing with some questions on vectors. Final solutions are filled in on an answer grid. The temporary streaming of the students is based on the results.
Diagnostic Testing within Institutions - University of BristolAll students are tested via two computer-based tests each consisting of 10 multi-choice questions (MCQs). These tests are set from a large bank of questions using the â??TALâ?? (Teach And Learn) computer system developed at the University of Bristol. The topics covered include arithmetic, algebra, geometry, functions, calculus, and probability. A â??leave unansweredâ?? option is provided and negative marking used to discourage guessing. The tests are accessed through a Web interface, so in principle could be accessed from anywhere. It has been run with large-scale simultaneous access and, although a little slow, is relatively robust.
Diagnostic Testing within Institutions - University of Newcastle upon TyneSchool of Mechanical and Systems Engineering DIAGNOSYS has been used by the Department of Engineering Mathematics, now the School of Mechanical and Systems Engineering, since 1993. By 1996 there were five departments involved in using the software. Based on an interview with the administering lecturer and a student questionnaire this case study examines the procedure, results and student responses to the diagnostic testing process.
Diagnostic Testing within Institutions - University of StrathclydeThe mathematics department at the University of Strathclyde introduced in 2001 a paper-based diagnostic test to test the elementary mathematics skills of their first year mathematics students.
Diagnostic Testing within Institutions - University of SussexFirst year students in mathematics have been tested at the University of Sussex over the past 25 years using a paper-based diagnostic test. The test has hardly changed during that time. The test and remedial measures are co-ordinated by a senior member of staff, but administered by two postgraduates.
Diagnostic Testing within Institutions - University of YorkSince 1977 a paper-based diagnostic test has been presented to first year mathematics students at the University of York. Based on an interview with the administering lecturer and a student questionnaire this case study examines the procedure, results and student responses to the diagnostic testing process.
Differential Equations Test 01 (DEWIS)Four questions on second order linear constant coefficient differential equations. The first two involve identifying the complementary function, the third involves applying initial conditions and the fourth involves finding a particular solution with either linear or sinusoidal forcing. DEWIS resources have been made available under a Creative Commons licence by Rhys Gwynllyw & Karen Henderson, University of the West of England, Bristol.
Differentiation from first principlesAfter reading this text, and/or viewing
the video tutorial on this topic, you should be able to
understand the process involved in differentiating from first principles and
differentiate some simple functions from first principles.
Dilution of solutions for nursesThis leaflet is about diluting stock to produce a dose of required
strength to suit an individual patient.
Eigenvalues and eigenvectorsThis leaflet introduces eigenvalues and eigenvectors of a 2x2 matrix. It is contributed to the mathcentre Community Project by Tony Croft and reviewed by Leslie Fletcher.
Employability SIG resourcesSource files and metadata for Employability SIG resources containing 17 resources including slides, tests and guidance. These resources have been contributed under a Creative Commons licence to the mathcentre Community Project by members of the accessibility SIG. Please see individual resources for copyright information.
Employer Engagement in Undergraduate MathematicsIt is important to take account of the needs of employers when developing graduate mathematicians. Some of the projects reported in this booklet have worked with employers, employees or professional bodies to develop research findings, good practice advice and curriculum resources to improve graduate skills. Others offer examples of approaches involving employers in delivery of teaching and assessment for work-related learning, and various models that can be used to place students within organisations for work-based learning. This report was edited by Jeff Waldock and Peter Rowlett. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
Equations of a straight lineIn this unit we find the equation of a straight line, when we are given some
information about the line. The information could be the value of its gradient,
together with the co-ordinates of a point on the line. Alternatively, the
information might be the co-ordinates of two different points on the line.
There are several different ways of expressing the final equation, and some
are more general than others.
Equations of a straight lineIn this unit we find the equation of a straight line, when we are given some
information about the line. The information could be the value of its gradient,
together with the co-ordinates of a point on the line. Alternatively, the
information might be the co-ordinates of two different points on the line.
There are several different ways of expressing the final equation, and some
are more general than others. (Mathtutor Video Tutorials)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Equations of a straight lineIn this unit we find the equation of a straight line, when we are given some
information about the line. The information could be the value of its gradient,
together with the co-ordinates of a point on the line. Alternatively, the
information might be the co-ordinates of two different points on the line.
There are several different ways of expressing the final equation, and some
are more general than others. (Mathtutor Video Tutorials)
The video is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Equations of a Straight Line Part 1IPOD VIDEO:
In this unit we find the equation of a straight line, when we are given some information about the line. The information could be the value of its gradient, together with the co-ordinates of a point on the line. Alternatively, the information might be the co-ordinates of two different points on the line. There are several different ways of expressing the final equation, and some are more general than others.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Equations of a Straight Line Part 2IPOD VIDEO: In this unit we find the equation of a straight line, when we are given some information about the line. The information could be the value of its gradient, together with the co-ordinates of a point on the line. Alternatively, the information might be the co-ordinates of two different points on the line. There are several different ways of expressing the final equation, and some are more general than others.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Equations of a Straight Line Part 3IPOD VIDEO: In this unit we find the equation of a straight line, when we are given some information about the line. The information could be the value of its gradient, together with the co-ordinates of a point on the line. Alternatively, the information might be the co-ordinates of two different points on the line. There are several different ways of expressing the final equation, and some are more general than others.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Equations of a Straight Line Part 4IPOD VIDEO: In this unit we find the equation of a straight line, when we are given some information about the line. The information could be the value of its gradient, together with the co-ordinates of a point on the line. Alternatively, the information might be the co-ordinates of two different points on the line. There are several different ways of expressing the final equation, and some are more general than others.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Equations of a Straight Line Part 5IPOD VIDEO: In this unit we find the equation of a straight line, when we are given some information about the line. The information could be the value of its gradient, together with the co-ordinates of a point on the line. Alternatively, the information might be the co-ordinates of two different points on the line. There are several different ways of expressing the final equation, and some are more general than others.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Equations of a Straight Line Part 5IPOD VIDEO: In this unit we find the equation of a straight line, when we are given some information about the line. The information could be the value of its gradient, together with the co-ordinates of a point on the line. Alternatively, the information might be the co-ordinates of two different points on the line. There are several different ways of expressing the final equation, and some are more general than others.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Euclidean GeometryDesigned for self-study, this drawing-led introduction to the geometry of Euclid takes the learner from first principles through to constructions and mathematical proofs as well as covering practical applications of the techniques learnt in art and design. It concludes with a study of the pentagon, golden ratio and their surprising mathematical interconnection. The resources comprise a 100-page booklet and supporting interactive resources. These resources have been created by Rich Cochrane and Andrew McGettigan (Central Saint Martins, UAL) and reviewed by Prof Jeremy Gray (Open University). They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
Euclidean Geometry - interactive resourcesThis zip file contains supporting interactive resources to accompany the self-study booklet "Euclidean Geometry".
These resources have been created by Rich Cochrane and Andrew McGettigan (Central Saint Martins, UAL) and reviewed by Prof Jeremy Gray (Open University). They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
evaluation of mathematics support centres - a review of the literature (sigma)This sigma guide reviews published literature concerning the evaluation of mathematics support centres. There is a growing body of research studies, which have
looked into a number of areas such as: the establishment
of a MSC; the usage of MSCs and mechanisms for recording
usage data; feedback from students and staff and ways
to collect this; effects on achievement, pass rates and
retention rates; and the prevalence of MSCs in the higher
education sector. More recently researchers have begun
to examine the effects of MSCs on undergraduatesâ??
mathematics learning experiences and mathematical
confidence, and to address issues concerning students who
are â??at riskâ?? or underachieving and not engaging with the
facilities offered by their MSC.
This report reviews and synthesises all the available
published research evidence so that informed decisions can
be made about the value of mathematics support activity and
the targeting of future funding.
