This leaflet reminds students of important conventions associated with graph plotting. It explains the terms dependent variable and independent variable.(Engineering Maths First Aid Kit 3.2)

This leaflet gives graphs of the functions sine, cosine and tangent and notes some important properties. (Engineering Maths First Aid Kit 4.3)

This leaflet explains how quadratic equations can be solved using the formula. (Engineering Maths First Aid Kit 2.15)

This leaflet explains how graphs are used in the solution of inequalities. (Engineering Maths First Aid Kit 2.18)

Cramer's rule can be used to solve simultaneous equations using determinants. This leaflet states and illustrates the rule. (Engineering Maths First Aid Kit 5.2)

This leaflet states and gives examples of the use of the product and quotient rules for differentiation. (Engineering Maths First Aid Kit 8.4

The teacher interface for Maths EG which may be used for computer-aided assessment of maths, stats and numeracy from GCSE to undergraduate level 2. These resources have been made available under a Creative Common licence by Martin Greenhow and Abdulrahman Kamavi, Brunel University. Teachers need to register (top right of screen) and thereafter login to use the system, after which they may use it to compose their own tests by selecting (specifically or randomly) questions from the entire database of questions. Instructions are available from the title page.

This leaflet explains how complex numbers in polar form can be multiplied and divided. In polar form, these operations are particularly simple to carry out.(Engineering Maths First Aid Kit 7.6)

Computer-aided assessment of maths, stats and numeracy from GCSE to undergraduate level 2. These resources have been made available under a Creative Common licence by Martin Greenhow and Abdulrahman Kamavi, Brunel University.

This report is published under the auspices of The Learning and Teaching Support Network (Maths, Stats & OR), The Institute of Mathematics and its Applications, The London Mathematical Society, and The Engineering Council. The findings and recommendations in this report emerged from a seminar at the Møller Centre Cambridge, 10-11 May 1999.

This study examined levels of mathematics and statistics anxiety, as well as general mental health amongst undergraduate students with dyslexia (n?=?28) and those without dyslexia (n?=?71). Students with dyslexia had higher levels of mathematics anxiety relative to those without dyslexia, while statistics anxiety and general mental health were comparable for both reading ability groups. In terms of coping strategies, undergraduates with dyslexia tended to use planning-based strategies and seek instrumental support more frequently than those without dyslexia. Higher mathematics anxiety was associated with having a dyslexia diagnosis, as well as greater levels of worrying, denial, seeking instrumental support and less use of the positive reinterpretation coping strategy. By contrast, statistics anxiety was not predicted by dyslexia diagnosis, but was instead predicted by overall worrying and the use of denial and emotion focused coping strategies. The results suggest that disability practitioners should be aware that university students with dyslexia are at risk of high mathematics anxiety. Additionally, effective anxiety reduction strategies such as positive reframing and thought challenging would form a useful addition to the support package delivered to many students with dyslexia. Jordan J.-A., McGladdery G. and Dyer K. (2014), Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well-being, Dyslexia, 20 (3), pages 225–240, doi: 10.1002/dys.1478

An electronic version of the Facts and Formulae leaflet for economics designed to be viewed onscreen. A higher resolution print version is available in mathcentre.

A framework for discussing the location of a mathematics drop-in workshop by Ian beverage. Mathematics Support Newsletter, Issue 2, 1994.