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Ffeithiau a Fformiwlâu Mecaneg - Fersiwn arleinAn electronic Welsh language version of the Facts & Formulae leaflet for mechanics designed to be viewed onscreen. A higher resolution print version is available in mathcentre. The leaflets were translated by Dr Tudur Davies, a Coleg Cymraeg Cenedlaethol Lecturer of Mathematics, at the Institute of Mathematics, Physics & Computer Science, Aberystwyth University. Funding from the Coleg Cymraeg Cenedlaethol is gratefully acknowledged.
Ffeithiau a Fformwlâu - Fersiwn argraffuThis is a Welsh language version of the Facts & Formulae Leaflet. It is designed to be printed on A3 as a double-sided folded leaflet. Print quality is printer dependant. An onscreen version is available in mathcentre. The leaflets were translated by Dr Tudur Davies, a Coleg Cymraeg Cenedlaethol Lecturer of Mathematics, at the Institute of Mathematics, Physics & Computer Science, Aberystwyth University. Funding from the Coleg Cymraeg Cenedlaethol is gratefully acknowledged.
Ffeithiau a Fformwlâu - Fersiwn arleinAn electronic Welsh language version of the mathematics Facts & Formulae leaflet designed to be viewed onscreen. A higher resolution print version is available in mathcentre. The leaflets were translated by Dr Tudur Davies, a Coleg Cymraeg Cenedlaethol Lecturer of Mathematics, at the Institute of Mathematics, Physics & Computer Science, Aberystwyth University. Funding from the Coleg Cymraeg Cenedlaethol is gratefully acknowledged.
Finding areas by integrationIntegration can be used to calculate areas. In simple cases, the area is given
by a single definite integral. But sometimes the integral gives a negative
answer which is minus the area, and in more complicated cases the correct
answer can be obtained only by splitting the area into several parts and adding
or subtracting the appropriate integrals. (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.
Finding areas by integrationIntegration can be used to calculate areas. In simple cases, the area is given
by a single definite integral. But sometimes the integral gives a negative
answer which is minus the area, and in more complicated cases the correct
answer can be obtained only by splitting the area into several parts and adding
or subtracting the appropriate integrals. (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.
Finding areas by integrationThis unit looks at
how to calculate the area bounded by a curve using integration.
First order differential equations - Numbas9 questions on first order differential equations.
Straight forward integration (2), separating variables (4), linear (1), homogenous (2). All are either initial value or boundary value problems.
Numbas resources have been made available under a Creative Commons licence by the School of Mathematics & Statistics at Newcastle University.
First order differential equations - Numbas9 questions on first order differential equations. Straight forward integration (2), separating variables (4), linear (1), homogenous (2). All are either initial value or boundary value problems. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
First Order Ordinary Differential EquationsFirst Order Differential Equations: A summary of five common methods to solve first order ODEs: direct integration, separation of variables, homogeneous equations, integrating factor and Bernouilli equations. This Teach Yourself resource is contributed to the mathcentre Community Project by Morgiane Richard, University of Aberdeen and is reviewed by Shazia Ahmed, University of Glasgow.
First Order Ordinary Differential Equations (SOURCE)A zip file containing the LaTex source files and metatdata for the Teach Yourself resource First Order Differential Equations: A summary of five common methods to solve first order ODEs: direct integration, separation of variables, homogeneous equations, integrating factor and Bernouilli equations. This resource is contributed to the mathcentre Community Project by Morgiane Richard, University of Aberdeen and is reviewed by Shazia Ahmed, University of Glasgow.
Forces acting at an angle (with friction)This leaflet introduces friction into the analysis of the effect of forces on bodies.
Forward PricesThis leaflet explains what is meant by a forward price and shows how to calculate this. It is contributed to the mathcentre Community Project by Leslie Fletcher
and reviewed by Vassili Kolokoltsov.
Fractals - Stuart PriceIn this mathtutor extension video, Stuart Price explains the concepts of fractal geometry and illustrates a number of practical applications. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Fractions - Multipying and Dividing - Part 1This video segment introduces the multiplication and division of
fractions.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Further Work Developing Graduate Skills in HE Mathematics ProgrammesA follow-up to the booklet 'Developing Graduate Skills in HE Mathematics Programmes', which offered exemplars of ways in which graduate skills had been successfully developed through curricular initiatives. Three projects reported here develop the earlier good practice - around employment awareness, presentation of written work and reflection and articulation of skills - and provide evidence that this can be transferred to new circumstances. Two projects develop maths-specific advice and curriculum resources around developing students' speaking and writing skills. This report was edited by Peter Rowlett. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
Gathering student feedback on mathematics and statistics support provision - A guide for those running mathematics support centres (sigma)This sigma guide has been written for those who are responsible for managing mathematics support centres. It is the culmination of a project involving staff from many support centres around the UK. Authored by Dr David Green, Mathematics Education Centre, Loughborough University, it contains a wealth of advice and information for those who want to gather student feedback, and contains examples of forms which are currently being used.
Getting Started in Pedagogic Research within the STEM Disciplines (HE STEM)This guide edited by Michael Grove and Tina Overton has been developed for those looking to begin pedagogic research within the science, technology, engineering and mathematics (STEM) disciplines. Its purpose is to provide an accessible introduction to pedagogic research along with a practical
guide containing hints and tips on how to get started. The guide was produced following a series of national workshops and conferences that were started in
2011 by the National HE STEM Programme and continued in 2012 with the support of the Higher Education Academy.
Getting started with data manipulation in Microsoft ExcelThis is one of four "Getting started with ..." developed by Cheryl Voake-Jones and Emma Cliffe from the Mathematics Resources Centre at the University of Bath covering equations in Microsoft Excel. The resource includes an audio tutorial with transcript and associated files. These resources were developed with funding from sigma.
Getting started with effective entry of equations in Microsoft WordThis is one of four "Getting started with ..." developed by Cheryl Voake-Jones and Emma Cliffe from the Mathematics Resources Centre at the University of Bath covering equations in Word. The resource includes an audio tutorial with transcript and associated files. These resources were developed with funding from sigma.
Getting started with LaTeXThis is one of four "Getting started with ..." developed by Cheryl Voake-Jones and Emma Cliffe from the Mathematics Resources Centre at the University of Bath covering LaTeX. The resource includes an audio tutorial with transcript and associated files. These resources were developed with funding from sigma.
Glasgow Caledonian University Mathematics Summer SchoolThe Summer School has operated on the same general principles since 1991. It helps prepare students for entry into programmes for which they have a conditional offer. It features tailored instruction, flexible attendance and delivery and continuous supportive feedback.
Good Practice in the Provision of Mathematics Support Centres (LTSN)A second edition of the popular LTSN funded guide for those interested in the establishment and development of Mathematics Support Centres in universities and other institutes of higher education. Authors: Lawson, D., Croft, A.C. and Halpin, M.
Good Practice on Inclusive Curricula in the Mathematical SciencesCourses with substantial mathematical content pose specific accessibility challenges beyond those usually considered in generic inclusive curricula good practice advice. This guide draws on knowledge and experience from academic staff, professional support staff, disability researchers and students. Contributions explore technical and pedagogic barriers and the way these may be formed by the modes in which mathematics is communicated. The contributions provide strong evidence of the need for collaboration between the MSOR community and the support professionals in dissolving barriers and moving together towards the goal of inclusive curricula. This report was edited by Emma Cliffe and Peter Rowlett. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
Graduates' Views on the Undergraduate Mathematics CurriculumOver 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.
