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Fractions - Multipying and Dividing - Part 1This video segment introduces the multiplication and division of
fractions.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Gathering student feedback on mathematics and statistics support provision - A guide for those running mathematics support centres (sigma)This sigma guide has been written for those who are responsible for managing mathematics support centres. It is the culmination of a project involving staff from many support centres around the UK. Authored by Dr David Green, Mathematics Education Centre, Loughborough University, it contains a wealth of advice and information for those who want to gather student feedback, and contains examples of forms which are currently being used.
Getting Started in Pedagogic Research within the STEM Disciplines (HE STEM)This guide edited by Michael Grove and Tina Overton has been developed for those looking to begin pedagogic research within the science, technology, engineering and mathematics (STEM) disciplines. Its purpose is to provide an accessible introduction to pedagogic research along with a practical
guide containing hints and tips on how to get started. The guide was produced following a series of national workshops and conferences that were started in
2011 by the National HE STEM Programme and continued in 2012 with the support of the Higher Education Academy.
Getting started with data manipulation in Microsoft ExcelThis is one of four "Getting started with ..." developed by Cheryl Voake-Jones and Emma Cliffe from the Mathematics Resources Centre at the University of Bath covering equations in Microsoft Excel. The resource includes an audio tutorial with transcript and associated files. These resources were developed with funding from sigma.
Getting started with effective entry of equations in Microsoft WordThis is one of four "Getting started with ..." developed by Cheryl Voake-Jones and Emma Cliffe from the Mathematics Resources Centre at the University of Bath covering equations in Word. The resource includes an audio tutorial with transcript and associated files. These resources were developed with funding from sigma.
Getting started with LaTeXThis is one of four "Getting started with ..." developed by Cheryl Voake-Jones and Emma Cliffe from the Mathematics Resources Centre at the University of Bath covering LaTeX. The resource includes an audio tutorial with transcript and associated files. These resources were developed with funding from sigma.
Glasgow Caledonian University Mathematics Summer SchoolThe Summer School has operated on the same general principles since 1991. It helps prepare students for entry into programmes for which they have a conditional offer. It features tailored instruction, flexible attendance and delivery and continuous supportive feedback.
Good Practice in the Provision of Mathematics Support Centres (LTSN)A second edition of the popular LTSN funded guide for those interested in the establishment and development of Mathematics Support Centres in universities and other institutes of higher education. Authors: Lawson, D., Croft, A.C. and Halpin, M.
Good Practice on Inclusive Curricula in the Mathematical SciencesCourses with substantial mathematical content pose specific accessibility challenges beyond those usually considered in generic inclusive curricula good practice advice. This guide draws on knowledge and experience from academic staff, professional support staff, disability researchers and students. Contributions explore technical and pedagogic barriers and the way these may be formed by the modes in which mathematics is communicated. The contributions provide strong evidence of the need for collaboration between the MSOR community and the support professionals in dissolving barriers and moving together towards the goal of inclusive curricula. This report was edited by Emma Cliffe 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.
Graduates' Views on the Undergraduate Mathematics CurriculumOver 400 mathematics graduates were surveyed 2.5 years after graduation. They were asked to reflect on the knowledge and skills they believed that they developed during their mathematical study, and to assess how useful these skills have been during their career to date. These data were benchmarked against an earlier survey of incoming undergraduates' expectations. This aimed to determine whether the higher education mathematics syllabus adequately prepares students for the workplace. This report provides context, describes and discusses the findings of this research. This report was written by Matthew Inglis, Tony Croft and Janette Matthews. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
Graphic designer - Keith RobinsonKeith Robinson discusses how he uses numbers in his role as a creator of animation graphics in this mathstutor extention video. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Highest Common Factor Lowest Common MultipleFind the Highest Common Factor and Lowest Common Multiple of pairs of natural numbers, including Euclid's algorithm. This Quick Reference leafet has been contributed to the mathcentre Community Project by Leslie Fletcher and reviewed by Lesley Wright, Liverpool John Moores University.
Historical Study of Correlation between A-Level Grades and Subsequent PerformanceThe subject of A-Level mathematics has attracted a great deal of political and academic controversy. Those who represent the academic community in Higher Education have argued for over a decade that the standards of A-Level mathematics have been declining and continue to do so. Elsewhere it has been argued that much of the decline perceived by those who teach in engineering and science departments is more likely to be attributed to the very substantial national decline in entry standards to engineering and science courses rather than any real change in A-Level standards. Using available statistics, a study of the electronics students at York set out to discover whether these questions could be answered and the results
were published in a detailed paper [1] of which the following is a summary.
History of Mathematics in the Higher Education CurriculumSetting mathematics in its historical context can motivate and enthuse learning, but it also enriches the curriculum, shows connections between different branches of the subject, and helps to produce students with a greater sense of the breadth and, what might be termed, the creative life of mathematics as a discipline. This report seeks to give examples of how history has been integrated into undergraduate mathematics teaching in higher education through case studies. This report was edited by Mark McCartney. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
How to setup a mathematics and statistics support provision guide (sigma)This sigma guide is intended for anyone who is interested in setting up or enhancing a mathematics and/or statistics support provision. Authored by Ciaran Mac an Bhaird and Duncan Lawson, the guide covers the nature of mathematics and statistics support, staffing, resources, funding, supporting neurodiversity and provides references to literature in the field.
Hyperbolic functionsThe hyperbolic functions have similar names to the trigonmetric functions,
but they are defined in terms of the exponential function. In this unit we
define the three main hyperbolic functions, and sketch their graphs. We also
discuss some identities relating these functions, and mention their inverse
functions and reciprocal functions.
Hyperbolic functionsThe hyperbolic functions have similar names to the trigonmetric functions,
but they are defined in terms of the exponential function. In this unit we
define the three main hyperbolic functions, and sketch their graphs. We also
discuss some identities relating these functions, and mention their inverse
functions and reciprocal functions. (Mathtutor Video Tutorial)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Hyperbolic functionsThe hyperbolic functions have similar names to the trigonmetric functions,
but they are defined in terms of the exponential function. In this unit we
define the three main hyperbolic functions, and sketch their graphs. We also
discuss some identities relating these functions, and mention their inverse
functions and reciprocal functions. (Mathtutor Video Tutorial)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Impact and momentum - definition and unitsThis leaflet introduces the concepts of impact and momentum.
Indefinite integration by substitution - Numbas5 questions on using substitution to find indefinite integrals. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
Indices or PowersThis is a complete workbook on Indices covering definitions, rules and lots of examples and exercises.
It can be used as a free-standing resource, or can be read in conjunction with mathtutor - the companion on-disk resource.
Indices or PowersA power, or index, is used when we want to multiply a number by itself several times. This leaflet explains the use of indices and states rules which must be used when you want to rewrite expressions involving powers in alternative forms.
Indices or Powers 1A knowledge of powers, or indices as they are often called, is essential for an understanding of most algebraic processes. In this section you will learn about powers and rules for manipulating them through a number of worked examples.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Indices or Powers 2A knowledge of powers, or indices as they are often called, is essential for an understanding of most algebraic processes. In this section you will learn about powers and rules for manipulating them through a number of worked examples.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Indices or Powers 3A knowledge of powers, or indices as they are often called, is essential for an understanding of most algebraic processes. In this section you will learn about powers and rules for manipulating them through a number of worked examples.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
