Problem classes are traditionally used in the teaching of mathematics. For a first year Chemical Engineering course in mathematical modelling, a quiz based on the TV programme â??Who Wants to Be a Millionaire?â?? has been introduced, in a problem class supporting lectures. Following group work, with one set problem per group, students present their solutions to the rest of the class. The quiz follows the presentations. Each group is represented by a volunteer, who attempts to win chocolate prizes. The questions are both general, and specific to the particular problem done by the group. Besides reinforcing earlier learning, the quiz is fun. Certainly it appears to have been appreciated by two successive student cohorts. The lecturer and postgraduate demonstrator have also enjoyed the problem classes more than traditional formats.

The teaching of mathematics and statistics forms part of a first year module, Scientific Inquiry, which is taken by students on undergraduate science courses. The range of mathematical backgrounds amongst the students is accommodated through a Virtual Learning Environment (VLE), supporting student-centred learning. The Case Study describes the philosophy of the module and how this is reflected in its structure, delivery, available materials and use of self-assessment.

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

A review of MATHWISE Pre-Calculus and CALMAT.

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 video explains how complex numbers can be added or subtracted. There is an accompanying leaflet. Sigma resource Unit 4. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.

This video explains how complex numbers can be added or subtracted. There is an accompanying leaflet. Sigma resource Unit 4. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.

This video segment shows how to add or subtract two fractions when the denominators are different. 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 video segment shows how to add/subtract mixed 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.

This leaflet explains how to add or subtract algebraic fractions. (Engineering Maths First Aid Kit 2.8)

This paper by Shazia Ahmed, Jane Joy, and Deirdre Moriarty describes the evaluation of a formula card for nursing students created at the University of Glasgow. (2013) MSOR Connections 13(1), 41-44. DOI: 10.11120/msor.2013.13010041

At the Times Higher Awards ceremony on 24th November 2011, it was announced that Loughborough and Coventry Universities had won the award for Outstanding Support for Students, in recognition of the work of sigma, Centre for Excellence in University-wide mathematics and statistics support. Whilst sigma at Coventry and Loughborough Universities received the award, the real winner was mathematics and statistics support across the country. In this booklet, we outline how sigma's work has contributed to the growing recognition of the importance of mathematics and statistics support and to the development of a national and international community of practitioners. Authors : Ciaran Mac an Bhaird and Duncan Lawson