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.

A zip file containing LaTeX source and eps files for the quick reference leaflet 'Solving Differential Equations by Separating Variables' contributed to the mathcentre Community Project by Katy Dobson and reviewed by Alan Slomson, University of Leeds.

A 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.

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

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.

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.

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.

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.