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The exponential constant eThe letter e is used in many mathematical calculations to stand for a particular number known as the exponential constant. This leaflet provides information about this important constant, and the related exponential function.
The extent of mathematics learning support in UK higher education—the 2012 surveyGlynis Perkin, Tony Croft and Duncan Lawson. (2013) The extent of mathematics learning support in UK higher education—the 2012 survey. Teaching Mathematics Applications, 32 (4), 165-172 doi:10.1093/teamat/hrt014.
Many higher education institutions have introduced some kind of mathematics learning support provision in response to the well-documented ‘mathematics problem’. In 2001 and 2004 two independent studies were undertaken to assess the number of universities offering mathematics learning support to students in addition to that provided through lectures, tutorials and the personal tutorial system. The results of these surveys showed a growth in the number of institutions providing support from 46 to 66. In this article we report on a survey carried out in 2012 to establish the current position regarding the provision of mathematics learning support in UK universities. In addition to determining the number of institutions providing mathematics learning support—there has been a further rise to 88—the article analyses the distribution of mathematics learning support by university mission group and by the type of support provided. The main findings are that the extent of mathematics learning support provision is largely independent of mission group and the dominant provision is drop-in support.
The geometry of a circleIn this unit we find the equation of a circle, when we are told its centre and
its radius. There are two different forms of the equation, and you should be
able to recognise both of them. We also look at some problems involving
tangents to circles.
The geometry of a circleIn this unit we find the equation of a circle, when we are told its centre and
its radius. There are two different forms of the equation, and you should be
able to recognise both of them. We also look at some problems involving
tangents to circles. (Mathtutor Video Tutorial)
The geometry of a circleIn this unit we find the equation of a circle, when we are told its centre and
its radius. There are two different forms of the equation, and you should be
able to recognise both of them. We also look at some problems involving
tangents to circles. (Mathtutor Video Tutorial)
The Geometry of a Circle - Part 1IPOD VIDEO:
In this unit we find the equation of a circle, when we are told its centre and its radius. There are two different forms of the equation, and you should be able to recognise both of them. We also look at some problems involving tangents to circles.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
The Geometry of a Circle - Part 2IPOD VIDEO: In this unit we find the equation of a circle, when we are told its centre and its radius. There are two different forms of the equation, and you should be able to recognise both of them. We also look at some problems involving tangents to circles.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
The graph of a functionA very useful pictorial representation of a function is the graph. In this leaflet, we remind you of important conventions when plotting a graph.
The Internet Librarian and Curator of Mathematics VideosThis website links to selected, reviewed and academically-validated mathematics video tutorials. The vast size and lack of discrimination in the results of an internet search make it hard for students to identify suitable resources and to know whether they are relevant and reliable. This website was created by a pilot project led by Trevor Hawkes. This website is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
The inverse of a 2x2 matrixMatrices 7: This leaflet explains what is meant by the inverse of a 2x2 matrix and shows how to calculate this when it exists. There is an accompanying video tutorial.
The inverse of a 2x2 matrixMatrices 7: This video tutorial explains what is meant by the inverse of a 2x2 matrix and shows how to calculate this when it exists. There is an accompanying help leaflet.
The inverse of a 2x2 matrixMatrices 7: This video tutorial explains what is meant by the inverse of a 2x2 matrix and shows how to calculate this when it exists. There is an accompanying help leaflet.
The laws of indicesWhen a number is to be multiplied by itself, a power or index can be used to write this compactly. In this leaflet, we remind you of how this is done, and state a number of rules, or laws, which can be used to simplify expressions involving indices.
The laws of logarithmsThere are rules, or laws, which are used to rewrite expressions involving logs in different forms. This leaflet states and illustrates these rules.
The laws of logarithmsThere are a number of rules known as the laws of logarithms. These allow expressions involving logarithms to be rewritten in a variety of different ways. The laws apply to logarithms of any base, but the same base must be used throughout a calculation.
The Mathematics Learning Support Centre at Loughborough UniversityThe Centre was established in 1996 within the Department of Mathematical Sciences in order to underpin the Department's service teaching commitment to engineering undergraduates. In the first instance funding had been made available through an internal university learning and teaching initiative for a period of two years. Because of its early successes the Centre became a permanent feature in 1998 and now serves any student in the university who might benefit from additional resources, over and above those normally provided, to help them in their learning of basic mathematical techniques.
The number 'e' - Trevor HawkesTrevor Hawkes discusses the number 'e', its relationship to other numbers - 0, pi and i - and its relevance to everyday life. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
The number 'e' - Trevor HawkesTrevor Hawkes discusses the number 'e', its relationship to other numbers - 0, pi and i - and its relevance to everyday life. The video is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
The polar form of a complex numberThis leaflet explains what is meant by the polar form of a complex number.
There are accompanying videos. Sigma resource Unit 10.
The polar form of a complex numberThis video explains what is meant by the polar form of a complex number. Sigma resource Unit 10.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.
The polar form of a complex numberThis mobile phone video explains what is meant by the polar form of a complex number. Sigma resource Unit 10.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.
The redesign of a quantitative literacy class: student responses to a labbased formatNicole Scherger (2013). The redesign of a quantitative literacy class: student responses to a lab based
format, Teaching Mathematics and its Applications 2013 32(4), 206-213 doi:
10.1093/teamat/hrt003.
The purpose of this study was to observe students’ retention, success and attitudes towards mathematics in a community college quantitative literacy course, taught in a lab-based format. The redesigned course implemented the daily use of Microsoft Excel in the classroom demonstrations, group activities and individual assignments, and utilized data from many fields of study. Results showed statistically significant growth in attitudes towards real-world application problems, the use of computers in mathematics, and the consideration of taking additional mathematics courses. There was also marginally significant growth in students’ attitudes towards the relevance and utility of mathematics. Higher retention and success rates in the redesigned course were also observed, although those rates were not found to be statistically significant.
The slope-intercept formThis leaflet explains the slope-intercept form of an equation describing a straight-line.
The Study Support Centre, The Robert Gordon University, AberdeenThe Study Support Centre (SSC), within the Robert Gordon University (RGU), aims to provide students with assistance in Mathematics, Writing & Communication skills, Information & Communication Technology applications, Statistics, Study Skills and support for dyslexic students. The SSC offers students independent assistance through individual and small group tuition outwith their normal programme of study, as well as Computer Assisted Learning (CAL) packages, specialist software for special needs students and text based self-learning materials. The SSC has created a basic mathematics diagnostic assessment, which we give to first year students in many Schools. Currently, in collaboration with the School of Engineering, an engineering principles diagnostic assessment is being designed and implemented.
The sum of an infinite seriesIn this unit we see how finite and infinite series are obtained from finite and
infinite sequences. We explain how the partial sums of an infinite series form
a new sequence, and that the limit of this new sequence (if it exists) defines
the sum of the series. We also consider two specific examples of infinite
series that sum to e and pi respectively.
