In this unit we shall see how to add and subtract fractions. We shall also see how to add and subtract mixed fractions by turning them into improper fractions.

In this unit we shall see how to add and subtract fractions. We shall also see how to add and subtract mixed fractions by turning them into improper fractions. (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.

Over 400 mathematics graduates were surveyed 2.5 years after graduation. They were asked to reflect on the knowledge and skills they believed that they developed during their mathematical study, and to assess how useful these skills have been during their career to date. These data were benchmarked against an earlier survey of incoming undergraduates' expectations. This aimed to determine whether the higher education mathematics syllabus adequately prepares students for the workplace. This report provides context, describes and discusses the findings of this research. This report was written by Matthew Inglis, Tony Croft and Janette Matthews. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.

A zip file containing LaTeX source and eps files for the Quick reference leaflet 'Highest Common Factor Lowest Common Multiple' contributed to the mathcentre Community Project by Leslie Fletcher, Liverpool John Moores University

This is a complete workbook on Indices covering definitions, rules and lots of examples and exercises. It can be used as a free-standing resource, or can be read in conjunction with mathtutor - the companion on-disk resource.

This unit is concerned with integrals which lead to logarithms. Whenever the integrand is fraction with denominator f(x) and numerator f'(x) the result of integrating is the natural logarithm of f(x). This unit illustrates this behaviour with several examples. (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 derivative of ln x is 1/x. As a consequence, if we reverse the process, the integral of 1/x is ln x+c. In this unit we generalise this result and see how a wide variety of integrals result in logarithm functions.

An innovative and sustainable online bank of starting points for problem- solving, presented in an interactive, visual and engaging way that will nurture mathematical thinking, logical processes and modelling. The starting points will permit a range of teaching approaches - individual, small group and whole class. They will be fully functional on a range of digital technologies including handhelds. These resources were created by the project Problem Solving in Undergraduate Mathematics (PSUM) and are available via Nrich. This website is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.

The Mathematics Learning Support Centre (MLSC) in the Dublin Institute of Technology (DIT) provides free mathematical support to all DIT students. This support is primarily delivered through a drop-in service, where students can receive one-to-one tuition, without an appointment, in any area of mathematics. In the first semester of the 2013/14 academic year a significant proportion (approximately 42%) of students that availed of this drop-in service were mature students enrolled in Engineering programmes. This is of particular interest as mature students constitute a relatively small proportion of the total student body, motivating a deeper study of the reasons for the high levels of engagement in this cohort. To this end two focus groups were conducted, involving both those who did and did not attend the MLSC. Particular interest was paid to the motivations for attendance/reasons for non-attendance. The motivations of mature students were found to be multifaceted while the reasons for non-engagement given were mostly in line with the literature. In addition some quantitative analysis was carried to determine what effect the MLSC had on studentâ??s academic performance. Cormac Breen, Michael Carr and Mark Prendergast (2014) Investigating the Engagement of Mature Students with Mathematics Learning Support. Proceedings of the 17th Mathematics Working Group Seminar, Dublin 2014, http://sefi.htwaalen. de/Seminars/Dublin2014/17th%20SEFIMWG%20Seminar/Tuesday%20Session%201/MWG2014_Breen.pdf

We use logarithms to write expressions involving powers in a different form. If you can work confidently with powers, you should have no problems handling logarithms

Logarithms appear in all sorts of calculations in engineering and science, business and economics. Before the days of calculators they were used to assist in the process of multiplication by replacing the operation of multiplication by addition. Similarly, they enabled the operation of division to be replaced by subtraction. They remain important in other ways, one of which is that they provide the underlying theory of the logarithm function. This has applications in many fields, for example, the decibel scale in acoustics. (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.

Sometimes it is necessary to find logs to bases other then 10 and e. There is a formula which enables us to do this. This leaflet states and illustrates the use of this formula.