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The Quotient RuleA 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.
The Quotient RuleA special rule, the quotient rule, exists for differentiating quotients of
two functions. This unit illustrates
this rule. (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 redesign of a quantitative literacy class: student responses to a labbased formatNicole 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.
The scalar productThis leaflet defines the scalar product of two vectors and gives some examples. It shows how the scalar product can be used to find the angle between two vectors. (Engineering Maths First Aid Kit 6.2)
The scalar productOne 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.
The scalar productOne 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.
The scalar productOne 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)
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 sine functionVideo 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.
The sine rule and cosine ruleThis leaflet states the sine and cosine rules and gives examples of their use. (Engineering Maths First Aid Kit 4.6)
The slope-intercept formThis leaflet explains the slope-intercept form of an equation describing a straight-line.
The straight lineThis 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)
The Study Support Centre, The Robert Gordon University, AberdeenThe Study Support Centre (SSC), within the Robert Gordon University (RGU), aims to provide students with assistance in Mathematics, Writing & Communication skills, Information & Communication Technology applications, Statistics, Study Skills and support for dyslexic students. The SSC offers students independent assistance through individual and small group tuition outwith their normal programme of study, as well as Computer Assisted Learning (CAL) packages, specialist software for special needs students and text based self-learning materials. The SSC has created a basic mathematics diagnostic assessment, which we give to first year students in many Schools. Currently, in collaboration with the School of Engineering, an engineering principles diagnostic assessment is being designed and implemented.
The sum of an infinite seriesIn 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.
The sum of an infinite seriesIn 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.
The sum of an infinite seriesIn 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.
The surprise of maths - David AchesonA mathtutor extention where David Acheson discusses the key element surprise in mathematics. 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 tangent functionVideo 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.
The trigonometrical ratiosThis leaflet defines sine, cosine and tangent of angles in a right-angled triangle and gives some standard ratios. (Engineering Maths First Aid Kit 4.2)
The vector productThis leaflet defines the vector product of two vectors and gives some examples. It shows how the vector product can be evaluated using determinants. (Engineering Maths First Aid Kit 6.3)
The vector productOne 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.
The vector productOne 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.
The vector productOne 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)
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 Weekly Mathematics Clinic at the University of DerbyThe Mathematics Clinic is provided throughout the teaching year.
- Offered on a drop-in basis to ALL university students accessing mathematical modules.
- Timetabled to be accessible to all Stage One and Stage Two specialist mathematics students, (main users: Stage One students in first semester).
- Clinic is staffed by friendly, approachable and experienced members of staff.
- Feedback confirms student appreciation of this facility.
To investigate the potential of emerging eLearning technologies to enhance online support for students of mathematicsA 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)
Top-Up Courses at Napier UniversityWider access students i.e. those people who have narrowly missed the entrance requirements, are given a chance to "topup" their mathematical knowledge before entering Napier University. They can study at their own pace over the summer vacation. There is regular communication with a university tutor and extra study sessions are held during August at the University.
Towards a culture of data collection & analysisThe 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.
