This study examined levels of mathematics and statistics anxiety, as well as general mental health amongst undergraduate students with dyslexia (n?=?28) and those without dyslexia (n?=?71). Students with dyslexia had higher levels of mathematics anxiety relative to those without dyslexia, while statistics anxiety and general mental health were comparable for both reading ability groups. In terms of coping strategies, undergraduates with dyslexia tended to use planning-based strategies and seek instrumental support more frequently than those without dyslexia. Higher mathematics anxiety was associated with having a dyslexia diagnosis, as well as greater levels of worrying, denial, seeking instrumental support and less use of the positive reinterpretation coping strategy. By contrast, statistics anxiety was not predicted by dyslexia diagnosis, but was instead predicted by overall worrying and the use of denial and emotion focused coping strategies. The results suggest that disability practitioners should be aware that university students with dyslexia are at risk of high mathematics anxiety. Additionally, effective anxiety reduction strategies such as positive reframing and thought challenging would form a useful addition to the support package delivered to many students with dyslexia. Jordan J.-A., McGladdery G. and Dyer K. (2014), Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well-being, Dyslexia, 20 (3), pages 225–240, doi: 10.1002/dys.1478

An electronic version of the Facts and Formulae leaflet for economics designed to be viewed onscreen. A higher resolution print version is available in mathcentre.

This 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.

Four questions on finding eigenvalues (both real and complex) of a 2X2 matrix and eigenvectors of a 2X2 and 3X3 matrix. DEWIS resources have been made available under a Creative Commons licence by Rhys Gwynllyw & Karen Henderson, University of the West of England, Bristol.

It 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.

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. (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.

IPOD 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.

IPOD 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.

IPOD 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.

This resource covering equations of constant acceleration has been contributed to the mathcentre Community Project by Josh Simpson and reviewed by Leslie Fletcher, Liverpool John Moores University.

Essential mathematics for biologists, medics and vets is a resource contributed to the mathcentre Community project by Jenny Koenig, Cambridge University. It contains online tutorials, text based resources, quiz questions and tests.

This 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.