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Resource type Solving simple linear equations - Numbas
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.
Resource type Solving simultaneous equations using matrices - Numbas
1 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.
Resource type Solving trigonometrical equations
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.
Resource type Solving trigonometrical equations
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.
Resource type Statistics resources - statstutor
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.
Resource type Streaming Undergraduate Physicists for Mathematics Teaching in Year One
Many 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.
Resource type Strengthening student engagement with quantitative subjects in a Business Faculty
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
Resource type Student non-engagement with mathematics learning supports
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.
Resource type Student perception of the impact of mathematics support in higher education
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.
Resource type Student Proctors: A Peer Support System
The 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.
Resource type Student Support and the Bridging Course at University College London
University 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.
Resource type Student Support Based on the Three Stream System at UMIST
UMIST 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.
Resource type Student-centred Approaches in Mathematics
The 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.
Resource type Study Advice Services incorporating the Mathematical Advice and Co-ordination Service at The University of Hull
Mathematical 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).
Resource type Substitution
This leaflet revised the way in which symbols in formulas are replaced by actual numerical values - a process known as substitution. You will need a calculator to check these examples.
Resource type Substitution & Formulae
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. (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.
Resource type Substitution & Formulae
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. (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.
Resource type Substitution and formulae
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. This booklet discusses several formulae.
Resource type Substitution and Formulae Part 1
IPOD 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.
Resource type Substitution and Formulae Part 2
IPOD 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.
Resource type Substitution and Formulae Part 3
IPOD 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.
Resource type Substitution and Formulae Part 4
IPOD 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.
Resource type Substitution and Formulae Part 5
IPOD 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.
Resource type Substitution and Formulae Part 6
IPOD 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.
Resource type Substitution and Formulae Part 7
IPOD 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.
Resource type Substitution and Formulae Part 8
IPOD 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.

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