Ni fhloinn, E., Bhaird, C. M., & Nolan, B. (2014). University students' perspectives on diagnostic testing in mathematics. International Journal of Mathematical Education in Science and Technology, 45 (1), 58-74. DOI:10.1080/0020739X.2013.790508 Many universities issue mathematical diagnostic tests to incoming first-year students, covering a range of the basic concepts with which they should be comfortable from secondary school. As far as many lecturers are concerned, the purpose of this test is to determine the students' mathematical knowledge on entry. It should also provide an early indication of which students are likely to need additional help, and hopefully encourage such students to avail of extra support mechanisms at an early stage. However, it is not clear that students recognize these intentions and there is a fear that students who score poorly in the test will have their confidence further damaged in relation to mathematics and will be reluctant to seek help. To this end, a questionnaire was developed to explore studentsâ?? perspectives on diagnostic testing. Analysis of responses received to the questionnaire provided an interesting insight into studentsâ?? perspectives including the optimum time to conduct such a test, their views on the aims of diagnostic testing, whether they feel that testing is a good idea, and their attitudes to the support systems put in place to help those who scored poorly in the test.

In this unit we construct a Table of Derivatives of commonly occurring functions. This is done using the knowledge gained in previous units on differentiation from first principles. (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.

Computer based assessment has been used at UWE for a number of years on certain modules run by the School of Mathematical Sciences. In this case study we discuss the operation of the assessment for a first year engineering mathematics module in which students are permitted multiple attempts and are allowed, within an specified period of time, to choose when they take the assessment. Feedback from students has been highly positive about the assessment regime and our observation is that operating the tests in this way does encourage students to work steadily throughout the year.

Finding the stationary points of functions of 2 variables. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.

Five questions on vectors, testing addition, subtraction, scalar multiplication, magnitude, scalar product, vector product and finding the angle between two vectors. DEWIS resources have been made available under a Creative Commons licence by Rhys Gwynllyw & Karen Henderson, University of the West of England, Bristol.

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. 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 scalar product. When we calculate the scalar product of two vectors the result, as the name suggests is a scalar, rather than a vector. 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 scalar product. When we calculate the scalar product of two vectors the result, as the name suggests is a scalar, rather than a vector. 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. 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. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

We sometimes need to calculate the volume of a solid which can be obtained by rotating a curve about the x-axis. There is a straightforward technique which enables this to be done, using integration. (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 leaflet explains what is meant by a complex number, and how to find its real and imaginary parts. Sigma resource Unit 3.

This mobile phone video explains what is meant by a complex number, and how to find its real and imaginary parts. Sigma resource Unit 3. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.