This leaflet explains what is meant by the polar form of a complex number. There are accompanying videos. Sigma resource Unit 10.

A special rule, the product rule, exists for differentiating products of two (or more) functions. This unit illustrates this rule. (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.

A special rule, the quotient rule, exists for differentiating quotients of two functions. This unit illustrates this rule. (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.

Nicole Scherger (2013). The redesign of a quantitative literacy class: student responses to a lab based format, Teaching Mathematics and its Applications 2013 32(4), 206-213 doi: 10.1093/teamat/hrt003. The purpose of this study was to observe students’ retention, success and attitudes towards mathematics in a community college quantitative literacy course, taught in a lab-based format. The redesigned course implemented the daily use of Microsoft Excel in the classroom demonstrations, group activities and individual assignments, and utilized data from many fields of study. Results showed statistically significant growth in attitudes towards real-world application problems, the use of computers in mathematics, and the consideration of taking additional mathematics courses. There was also marginally significant growth in students’ attitudes towards the relevance and utility of mathematics. Higher retention and success rates in the redesigned course were also observed, although those rates were not found to be statistically significant.

One of the ways in which two vectors can be combined is known as the scalar product. When we calculate the scalar product of two vectors the result, as the name suggests is a scalar, rather than a vector. (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.

Video for iPod. 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 leaflet describes the equation of a straight line in the form y=mx+c. It explains the meaning o the terms gradient and vertical intercept. (Engineering Maths First Aid Kit 3.3)

In this unit we see how finite and infinite series are obtained from finite and infinite sequences. We explain how the partial sums of an infinite series form a new sequence, and that the limit of this new sequence (if it exists) defines the sum of the series. We also consider two specific examples of infinite series that sum to e and pi respectively. (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.

In this unit we see how finite and infinite series are obtained from finite and infinite sequences. We explain how the partial sums of an infinite series form a new sequence, and that the limit of this new sequence (if it exists) defines the sum of the series. We also consider two specific examples of infinite series that sum to e and pi respectively. (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.

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

One of the ways in which two vectors can be combined is known as the vector product. When we calculate the vector product of two vectors the result, as the name suggests, is a vector. (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.

A report by Brendan Cooney on a project is to investigate possible technologies that enable the transmission of mathematical content, conversations in mathematics, the posing of problems and transfer of solutions in an effective and efficient manner. The intention is to trial various technologies and then to implement the chosen technology for online delivery of mathematics support to RMIT students. (2013)

The past decade or so has seen a huge growth in the number of mathematics support centres within UK higher education institutions as they come to terms with an increasing volume of students who are poorly prepared for the mathematical demands of their chosen courses. In other parts of the world we observe similar developments. In the early years many centres were short-lived enterprises staffed either by concerned volunteers who found a few hours in the week to offer additional support, or alternatively by part-time staff on short-term contracts. More recently, we have observed a trend to more substantial support centres many of which attract central funding and dedicated staff. Given this trend there is a need to ask whether our efforts are worthwhile, how we might know this, and whether we can justify ongoing funding. This talk by TONY CROFT from Loughborough University at the 3rd Irish Workshop on Mathematics Learning Support Centres, 2008, NUI Maynooth will describe some of the challenges associated with acquiring data on effectiveness. Various ways in which we can measure our success will be explored. Finally, several exemplars will be provided of work being undertaken to capture the sort of evidence required to secure continued funding of mathematics support centres.