In this unit we look at how we can use logarithms to simplify certain functions before we differentiate them. (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.

In this unit we start to explain how differentiation works. The process is known as differentiation from first principles. (Mathtutor Video Tutorials) This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

In this unit we explain how to differentiate powers of x from first principles. (Mathtutor Video Tutorials) 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 unit gives details of how logarithmic functions and exponential functions are differentiated from first principles. (Mathtutor Video Tutorials) 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 how graphs can be used to describe mathematical models of motion.

This mobile phone video explains how to divide complex numbers. Sigma resource Unit 7. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.

Nilsson, Galina and Luchinskaya, Elena. (2012) Do We Deliver Effective Maths Support for Students? The European Conference on Educational Research 2012: Cadiz, 18-21 September 2012 http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-4860. This study analyses the efficiency of maths support provision in two universities: Leeds Metropolitan University, UK and University West, Sweden and is part of an ongoing research collaboration between the two universities. The present work reflects the first stage of this research and is focused on evaluating the efficiency of the maths support in these two institutions from the perspectives of academic staff. The next stage of our research will include the analysis of this provision from the students' perspectives.

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

This is a high resolution electronic copy of the Economics Facts & Formulae Leaflet. It is designed to be printed on A4 as a double-sided folded leaflet. Print quality is printer dependant. An onscreen version is available in mathcentre.

It is important to take account of the needs of employers when developing graduate mathematicians. Some of the projects reported in this booklet have worked with employers, employees or professional bodies to develop research findings, good practice advice and curriculum resources to improve graduate skills. Others offer examples of approaches involving employers in delivery of teaching and assessment for work-related learning, and various models that can be used to place students within organisations for work-based learning. This report was edited by Jeff Waldock 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.

In this unit we find the equation of a straight line, when we are given some information about the line. The information could be the value of its gradient, together with the co-ordinates of a point on the line. Alternatively, the information might be the co-ordinates of two different points on the line. There are several different ways of expressing the final equation, and some are more general than others. (Mathtutor Video Tutorials) This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

IPOD VIDEO: In this unit we find the equation of a straight line, when we are given some information about the line. The information could be the value of its gradient, together with the co-ordinates of a point on the line. Alternatively, the information might be the co-ordinates of two different points on the line. There are several different ways of expressing the final equation, and some are more general than others. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.