IPOD VIDEO: A function is a rule which operates on one number to give another number. However, not every rule describes a valid function. This unit explains how to see whether a given rule describes a valid function, and introduces some of the mathematical terms associated with 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.

IPOD VIDEO: A function is a rule which operates on one number to give another number. However, not every rule describes a valid function. This unit explains how to see whether a given rule describes a valid function, and introduces some of the mathematical terms associated with 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.

This leaflet explains the terms statics and dynamics and provides basic introductory material.

A vector is a quantity that has both a magnitude (or size) and a direction. Both of these properties must be given in order to specify a vector completely. In this unit we describe how to write down vectors, how to add and subtract them, and how to use them in geometry. (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.

A vector is a quantity that has both a magnitude (or size) and a direction. Both of these properties must be given in order to specify a vector completely. In this unit we describe how to write down vectors, how to add and subtract them, and how to use them in geometry. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

A vector is a quantity that has both a magnitude (or size) and a direction. Both of these properties must be given in order to specify a vector completely. In this unit we describe how to write down vectors, how to add and subtract them, and how to use them in geometry. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

An inverse function is a second function which undoes the work of the first one. In this unit we describe two methods for finding inverse functions, and we also explain that the domain of a function may need to be restricted before an inverse function can exist.

An inverse function is a second function which undoes the work of the first one. In this unit we describe two methods for finding inverse functions, and we also explain that the domain of a function may need to be restricted before an inverse function can exist. (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.

This paper by ROSS CUTHBERT and HELEN MACGILLIVRAY discusses analysis of data on initiatives to improve retention rates on engineering degree programmes at Queensland University of Technology in Australia. The paper was presented at Delta 07 - the Southern Hemisphere Symposium on Undergraduate Mathematics Teaching. The Mathematics Access Centre at QUT offers optional extra support and examination workshops. The paper reports that students accessing these are nearly twice as likely to complete the course as the whole cohort, and half as likely to discontinue engineering.

Recruitment to post-graduate mathematics programmes and to lecturer positions in mathematics departments in UK universities has become dominated by international students and staff. Although mathematics is generally regarded as ‘the universal language’, the reality is that different countries have very different cultures when it comes to the teaching and learning of mathematics. There are significant variations in the pre-university mathematical experience, in terms of the curriculum content, learning styles, levels of abstraction, and assessment methods. Even within the UK, a considerable number of pre-higher education mathematics qualifications are available and, it is not always clear what mathematics can be expected when students commence their degree programmes. With increasing numbers of international students and academic staff in UK HE, the scene is becoming more complicated. Students enter degree courses with a wide range of backgrounds and bring with them very different experiences. At the same time, academic staff, having experienced different education systems, may have some unrealistic expectations from their students. With an HEA Teaching Development Grant (Individual Scheme 2012 -2013), this research by Aiping Xu, Coventry University has investigated the mathematical cultures of a range of the main international suppliers (of students and staff) to UK HE mathematics departments. Using semi-structured interviews and online questionnaires, personal experiences of academic staff who have studied or taught more than two educational systems have been drawn upon. Some examinations have also been studied in detail.

FOR COPYRIGHT REASONS YOU MAY BE UNABLE TO ACCESS THIS LINK DIRECTLY. This paper, by Helen MacGillivray, Queensland University of Technology, describes learning support in mathematics and statistics in Australian universities. Analysis of data for students studying mathematics and statistics contributes to growing evidence that such learning support is fulfilling needs across the range of student capabilities, including students choosing mathematics degree programs. It is published in the International Journal of Mathematical Education in Science and Technology: Volume 40, Issue 4, First published 2009, Pages 455 – 472

This Guide is based on findings from a project funded by The Australian Learning and Teaching Council (ALTC). After discussion on the history, nature and roles of learning support in mathematics and statistics in Australia, it synthesizes the findings of the project to provide information for the university sector on the need for, and the provision of, such support. The project was funded by the ALTC's Leadership for Excellence in Learning and Teaching Program. The title of the project was Quantitative diversity: disciplinary and cross-disciplinary mathematics and statistics support in Australian universities, and its aim was to develop national capacity and collaboration in cross-disciplinary mathematics and statistics learning support to enhance student learning and confidence.

In this unit, we explain what it means for a function to tend to infinity, to minus infinity, or to a real limit, as x tends to infinity or to minus infinity. We also explain what it means for a function to tend to a real limit as x tends to a given real number. In each case, we give an example of a function that does not tend to a limit at all. (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.