This report by Michaela J Cottee, Amanda Relph and Karen Robins is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Business and Management discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and staff and student expectations. Evidence collected from a literature review, surveys and a discussion event is presented and used to inform findings and recommendations. (2014)

This report by Peter Dawson is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Economics discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and entrance qualifications. Evidence collected from a literature review and a discussion event is presented and used to inform findings and recommendations. (2014)

This report by Julie Scott Jones and John Goldring is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Sociology discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and staff and student expectations. Evidence collected from a literature review, surveys and discussion events is presented and used to inform findings and recommendations. (2014)

All cubic equations have either one real root, or three real roots. In this video we explore why this is so. (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 video explains linear and quadratic inequalities and how they can be solved algebraically and graphically. It includes information on inequalities in which the modulus symbol is used. (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 video explains linear and quadratic inequalities and how they can be solved algebraically and graphically. It includes information on inequalities in which the modulus symbol is used. 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 explains linear and quadratic inequalities and how they can be solved algebraically and graphically. It includes information on inequalities in which the modulus symbol is used. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

Equations always involve one or more unknown quantities which we try to find when we solve the equation. The simplest equations to deal with are linear equations. On this leaflet we describe how these are solved.

This unit is about the solution of quadratic equations. These take the form ax²+bx+c = 0. We will look at four methods: solution by factorisation, solution by completing the square, solution using a formula, and solution using graphs. (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.

The strategy we adopt in solving trigonometric equations is to find one solution using knowledge of commonly occurring angles and then use the symmetries in the graphs of the trigonometric functions to deduce additional solutions. (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 reflects on the results of research undertaken at a large UK university relating to the teaching of quantitative subjects within a Business Faculty. It builds on a simple model of student engagement and, through the description of three case studies, describes research undertaken and developments implemented to strengthen aspects of the model, enhance student engagement and help meet the requirements of employers in terms of graduate skills. The paper also outlines some areas for future research. Jon Warwick and Anna Howard (2014) Strengthening student engagement with quantitative subjects in a Business Faculty. e-Journal of Business Education & Scholarship of Teaching, 8(1) pp: 32-43. http://www.ejbest.org/upload/eJBEST_Warwick_Howard_-_8(1)_2014.pdf

Ni Fhloinn, E., Fitzmaurice O., Bhaird, C. M., & O'Sullivan, C. (2014). Student perception of the impact of mathematics support in higher education. International Journal of Mathematical Education in Science and Technology, 45 (7) 953-967., DOI:10.1080/0020739X.2014.892161 Mathematics support in higher education has become increasingly widespread over the past two decades, particularly in the UK, Ireland and Australia. Despite this, reliable evaluation of mathematics support continues to present challenges for those working in this area. One reason is because ideally, properly structured support should function as an integral part of the overall educational experience of the student, in tandem with lectures and tutorials. When this occurs, it makes it difficult to isolate the impact of mathematics support from these other entities. In this paper, the results of a large-scale nationwide survey conducted with first-year service mathematics students in nine higher education institutes in Ireland are considered, exploring studentsâ?? perceptions of the impact of mathematics support upon their retention, mathematical confidence, examination performance and overall ability to cope with the mathematical demands they face. Students were extremely positive about the effectiveness of mathematics support in all of these areas, providing valuable insights into the value of learning support in mathematics.