Knowledge of the trigonometric ratios sine, cosine and tangent is vital in many fields of engineering, maths and science. This unit explains how the sine, cosine and tangent of an arbitrarily sized angle can be found. (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.

All cubic equations have either one real root, or three real roots. In this video we explore why this is so. (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.

Quick Reference leaflet on first order differential equations. This Quick Reference leaflet is contributed to the mathcentre Community Project by Katy Dobson and reviewed by Alan Slomson, University of Leeds.

Quick 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.

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) 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.

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.

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.

2 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.

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) This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

Statistics resources from www.statstutor.ac.uk offering statistics support materials, free of charge, to students, lecturers and everyone looking for post-16 statistics help. statstutor is a sister site to mathcentre and has the same look and feel.

Ciarán 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.