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Solving Differential Equations with Integrating FactorsQuick Reference leaflet on solving differential equations. This Quick Reference leaflet is contributed to the mathcentre Community Project by Katy Dobson and reviewed by Alan Slomson, University of Leeds.
Solving Differential Equations with Integrating Factors SOURCEA zip file containing LaTeX source and eps files for the quick reference leaflet 'Solving Differential Equations with Integrating Factors' contributed to the mathcentre Community Project by Katy Dobson and reviewed by Alan Slomson, University of Leeds.
Solving InequalitiesThis 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)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Solving InequalitiesThis 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.
Solving Inequalities 1This 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.
Solving Inequalities 2This 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.
Solving Inequalities 3This 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.
Solving Inequalities 4This 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.
Solving Inequalities 5This 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.
Solving Quadratic EquationsThis 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)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Solving Quadratic EquationsThis 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.
Solving simple linear equations - Numbas2 equations, both linear (the second needs a small amount of algebra to reduce to a linear equation).
Numbas resources have been made available under a Creative Commons licence by the School of Mathematics & Statistics at Newcastle University.
Solving simple linear equations - Numbas2 equations, both linear (the second needs a small amount of algebra to reduce to a linear equation). Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
Solving simultaneous equations using matrices - Numbas1 question. Solve a pair of linear equations in two unknowns by writing an equivalent matrix equation. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
Solving trigonometrical equationsThe 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)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Solving trigonometrical equationsThe 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.
Streaming Undergraduate Physicists for Mathematics Teaching in Year OneMany departments of mathematics, physics and engineering now use some form of diagnostic test to assess the basic mathematical skills of new undergraduates [1]. Results reveal that a typical cohort consists of students with a diverse range of mathematical backgrounds and capabilities. Tests also help to identify those students who lack both confidence and competence and are deemed to be at risk of failing or dropping out in Year One.
It is now commonplace for those teaching first year mathematics to be faced by an inhomogeneous student cohort and all are in accord that it has become almost impossible to teach them effectively together. It is against this background that streaming of first year undergraduate physicists into two more homogeneous groups has been introduced at the University of Leeds. The aim is to provide more effective teaching and mathematics support that will get students up to speed and mathematically prepared for their second year.
Student non-engagement with mathematics learning supportsCiarán Mac an Bhaird, Olivia Fitzmaurice, Eabhnat Ní Fhloinn, and Ciarán O’Sullivan (2013). Student
non-engagement with mathematics learning supports, Teaching Mathematics and its Applications, 32
(4), 191-205, doi: 10.1093/teamat/hrt018.
Large numbers of students entering higher education take some level of mathematics as part of their degrees, and it is widely reported that a considerable minority of these students demonstrate a lack of the basic mathematical skills that they require to succeed. A common response has been the establishment of mathematics learning supports to give students the opportunity to reach the levels required. Research has shown that in general, although the supports appear to impact positively on students who avail of them, a significant number of students do not engage appropriately. This article presents preliminary findings from a national survey carried out at nine Higher Education Institutions in Ireland, focusing on the reasons given by students for their lack of engagement with the extra supports. It looks at the students’ mathematical backgrounds; the type of institution they attend, and discusses what these students reported would encourage them to avail of the supports.
Student Proctors: A Peer Support SystemThe date of the formal introduction of student proctors within the Faculty of Engineering and Information Sciences is unclear. However, we have certainly been using student proctors for more than ten years. The purpose is to offer students the opportunity to learn from their peers in a one-to-one situation. Within the Faculty three departments have a student proctor programme each of which runs in much the same way but with differences which reflect the different custom and practice of each department.
Student Support and the Bridging Course at University College LondonUniversity College London has established a wide selection of teaching resources to support a dramatic increase in the number of entrants to the Mathematics Department. This includes a diagnostic test for all entrants, a workbook for students to complete before the first semester and an integrated system of tutorials, lectures and a problem class. An intense Bridging Course also provides students with a valuable and comprehensive perspective of university mathematics.
Student Support Based on the Three Stream System at UMISTUMIST introduced a three level course structure to help students entering civil engineering, chemical engineering, electrical engineering, chemistry, mechanical engineering, computing and optometry to cope with the maths content of each of the courses. Based on previous qualifications and a diagnostic test, students are allocated places within the P, Q and R stream.
Student-centred Approaches in MathematicsThe projects highlighted in this booklet have as their key concern the student and have introduced initiatives which recognise the diverse needs of students. All have some element of support tailored to the needs of students, although the projects themselves are quite distinct. The first is focused on supporting mathematics students and the next three focus on student-centred approaches for students from other disciplines. The focus then changes, with three reports on inclusive curricula and students with additional needs. The final report presents an overview of how one might use social media to engage students. This report was edited by Carol Robinson. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
Study Advice Services incorporating the Mathematical Advice and Co-ordination Service at The University of HullMathematical Advice and Co-ordination Service (MACS) was established in 1995 within the Faculty of Mathematics to support students within their studies at the University and to help prepare them to go into the world. Funding was made available for an initial period of 3 years and was then continued on a year-to-year basis. The emphasis has changed over the years and most of the work is now linked to students�¢?? current problems but also includes help for those facing employers�¢?? tests at interview. The University accepted that the concept of student support offered in Mathematics needed to be extended into other areas and, through The Higher Education Funding Council for England (HEFCE), established the Student Advice Service (SAS). The SAS is now a permanent feature of the University serving any member of the student body (and indeed staff) who might benefit from what it offers. The remainder of this case study considers only the mathematical part of the SAS, though many of the comments apply to the other areas of the SAS (Academic English, Study Skills and ICT).
Substitution & FormulaeIn mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are used.
(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.
Substitution & FormulaeIn mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are 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.
Substitution and Formulae Part 1IPOD VIDEO: In mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are 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.
