Search by entering one or more keywords or a phrase in quotes.
Search results
Your search returned 832 results
The determinant of a 2x2 matrixMatrices 4: This leaflet explains what is meant by the determinant of a 2x2 matrix. It explains the terms singular matrix and non-singular matrix. There is an accompanying video tutorial.
The determinant of a 2x2 matrixMatrices 4: This video tutorial explains what is meant by the determinant of a 2x2 matrix. It explains the terms singular matrix and non-singular matrix. There is an accompanying help leaflet.
The determinant of a 2x2 matrixMatrices 4: This video tutorial explains what is meant by the determinant of a 2x2 matrix. It explains the terms singular matrix and non-singular matrix. There is an accompanying help leaflet.
The determinant of a 3x3 matrixMatrices 9: This leaflet explains how to calculate the determinant of a 3x3 matrix. There is an accompanying video tutorial.
The determinant of a 3x3 matrixMatrices 9: This video tutorial explains how to calculate the determinant of a 3x3 matrix. There is an accompanying help leaflet.
The determinant of a 3x3 matrixMatrices 9: This video tutorial explains how to calculate the determinant of a 3x3 matrix. There is an accompanying help leaflet.
The double angle formulaeDouble angle formulae are so called because they involve trigonometric functions of double angles e.g. sin 2A, cos 2A and tan 2A. (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.
The double angle formulaeDouble angle formulae are so called because they involve trigonometric functions of double angles e.g. sin 2A, cos 2A and tan 2A. (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 effectiveness of a special mathematics course for improving the transition from secondary education to higher professional educationThis paper reports upon "the mathematics problem" experienced in some universities in the Netherlands. A mathematics course was designed to tackle the problem. The paper reports upon its effectiveness.
The paper was presented as part of the SoTL conference through the European Association for Research on Learning and Instruction.
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 form Rcos(x-a)In this unit we explore how the sum of two trigonometric functions e.g.3 cos x plus 4 sin x, can be expressed as a single trigonometric function. Having the ability to do this enables us to solve trigonometric equations and find maximum and minimum values. (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.
The form Rcos(x-a)In this unit we explore how the sum of two trigonometric functions e.g.3 cos x plus 4 sin x, can be expressed as a single trigonometric function. Having the ability to do this enables us to solve trigonometric equations and find maximum and minimum values. (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 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 Gradient of a Straight Line Segment Part 1IPOD VIDEO: In this unit we use a system of co-ordinates to find various properties of the straight line between two points. We find the distance between the two points and the mid-point of the line joining the two points.
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 Gradient of a Straight Line Segment Part 3IPOD VIDEO:
In this unit we find the gradient of a straight line segment, and the relationships between the gradients of parallel lines and of perpendicular lines.
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 Gradient of a Straight Line Segment Part 2IPOD VIDEO:
In this unit we find the gradient of a straight line segment, and the relationships between the gradients of parallel lines and of perpendicular lines.
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 gradient of a straight line segmentIn this unit we find the gradient of a straight line segment, and the
relationships between the gradients of parallel lines and of perpendicular
lines.
(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.
The gradient of a straight line segmentIn this unit we find the gradient of a straight line segment, and the
relationships between the gradients of parallel lines and of perpendicular
lines.
(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.
The graph of a functionThis leaflet reminds students of important conventions associated with graph plotting.
It explains the terms dependent variable and independent variable.(Engineering Maths First Aid Kit 3.2)
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 hyperbolic functionsThis leaflet gives definitions of the hyperbolic functions in terms of exponential functions.
Graphs of the hyperbolic sine, cosine and tangent are illustrated. (Engineering Maths First Aid Kit 3.5)
The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science studentsStudents embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.
van Veggel N, Amory J. (2014) The impact of maths support tutorials on mathematics confidence and academic
performance in a cohort of HE Animal Science students. PeerJ 2:e463 http://dx.doi.org/10.7717/peerj.463
The impact of the mathematics support centre on the grades of first year students at the National University of Ireland Maynouth(FOR COPYRIGHT REASONS YOU MAY NOT BE ABLE TO ACCESS THIS LINK DIRECTLY.)
This paper, by Mac an Bhaird, Morgan & O'Shea, is an analysis of first year students' grades in the academic year 2007-2008. We compared the grades of students who attended the MSC and those who did not. To compare students of similar abilities, we split the groups (First Arts and First Science) up into smaller groups depending on their grades (Leaving Cert) at the end of second level. There was a significant difference in all sub groups. We then expanded by comparing the grades of students depending on the results of their proficiency tests. Again there was a significant difference. All students seems to benefit from support but this is particularly true for 'at-risk' students.
Teaching Mathematics and Its Applications (2009) 28,117-122 doi:10.1093/teamat/hrp014
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.
