2.1 Reflecting on your mathematical history

Your course might not include any maths or technical content but, at some point during your course, it’s likely that you’ll come across information represented in charts, graphs and tables. You’ll be expected to know how to interpret this information. This unit will help you to develop the skills you need to do this. This unit can be used in conjunction with the ‘More working with charts, graphs and tables’ unit, which looks into more ways to present statistical information and shows y

3 Reading articles for mathematical information

Your course might not include any maths or technical content but, at some point during your course, it’s likely that you’ll come across information represented in charts, graphs and tables. You’ll be expected to know how to interpret this information. This unit will help you to develop the skills you need to do this. This unit can be used in conjunction with the ‘More working with charts, graphs and tables’ unit, which looks into more ways to present statistical information and shows y

2.6 Mathematical communication

There is increasing recognition that the reductionist mindset that is currently dominating society, rooted in unlimited economic growth unperceptive to its social and environmental impact, cannot resolve the converging environmental, social and economic crises we now face. The primary aim of this unit is to encourage the shift away from reductionist and human centred thinking towards a holistic and ecological worldview.

Mathematical Modeling in Biology - Mary Lou Zeeman

Professor Mary Lou Zeeman “Mathematical Modeling in Biology: What Is It? And How Is It Useful?”

Inaugural Lecture -R. Wells Johnson Professorship of Mathematics - November 28, 2007

Mathematical Modeling Using Real Radioactivity Data

In this lab, you can explore how radioactive radiation changes as a function of distance. This curriculum sets the Radioactivity iLab in the context of mathematics curriculum, asking you to consider:
What type of mathematical function governs the intensity of radiation over distance?

Mathematical analysis of peer to peer communication networks

Distributed protocols for peer to peer file sharing, streaming video, and video on demand have revolutionised the way the majority of information is conveyed over the Internet. The peers are millions of computers, acting as both clients and servers, downloading and uploading information. Information to be shared is broken into chunks, and the chunks are traded among peers in the network. There can be turnover in the set of chunks of information being collected and/or in the set of peers collecti

What's in a mathematical model?

Professor James Mirrlees says we should keep faith with economic modelling - it works!

Quilts as Mathematical Objects

The connection between textiles and mathematics is intimate but not often explored, possibly because textiles and fiber arts have traditionally been the domain of women while mathematics was viewed as a male endeavour. How times have changed!

Mathematical Methods of Engineering Analysis

Mathematical Methods of Engineering Analysis

Why do we do proofs?

The aim of this session is to motivate students to understand why we might want to do proofs, why proofs are important, and how they can help us. In particular, the student will learn the following: proofs can help you to really see WHY a result is true; problems that are easy to state can be hard to solve (Fermat's Last Theorem); sometimes statements which appear to be intuitively obvious may turn out to be false (the Hospitals paradox); the answer to a question will often depend crucially on t

Mathematical analysis

This is a module framework. It can be viewed online or downloaded as a zip file. It is as taught in 2009-2010. This module introduces mathematical analysis building upon the experience of limits of sequences and properties of real numbers and on calculus. It includes limits and continuity of functions between Euclidean spaces, differentiation and integration. A variety of very important new concepts are introduced by investigating the properties of numerous examples, and developing the associate

How and why we do mathematical proofs

This is a module framework. It can be viewed online or downloaded as a zip file. As taught in Autumn Semester 2009/10 The aim of this short unit is to motivate students to understand why we might want to do proofs (why proofs are important and how they can help us) and to help students with some of the relatively routine aspects of doing proofs. In particular, the student will learn the following: * proofs can help you to really see why a result is true; * problems that are easy to state can be

Mathematical language

In our everyday lives we use we use language to develop ideas and to communicate them to other people. In this unit we examine ways in which language is adapted to express mathematical ideas.

Mathematical Visualization Toolkit

This site consists of a collection of plotting and solving applets featuring a uniform user interface. This site was selected as the 2005 MERLOT Classics Award winner for the Mathematics discipline due to its value and effectiveness as a set of teaching/learning tools. Visualizing mathematical concepts, especially in three-dimensional space, can be quite difficult for students. These tools and applications enable students to see the concepts in action and to come a deeper understanding of the un

Teach your students about the mathematical concept of estimation

Estimate is a great interactive site that allows students to estimate a number that an arrow is pointing to on a number line. This is great for students who are first learning about estimation. It is an easy to use site that is fairly robust and would

Mathematical Modeling Using Real Radioactivity Data

In this lab, you can explore how radioactive radiation changes as a function of distance. This curriculum sets the Radioactivity iLab in the context of mathematics curriculum, asking you to consider:
What type of mathematical function governs the intensity of radiation over distance?

Perform four basic rules mathematical calculations

Understanding how to do calculations is important when measuring and marking out lengths of material for specific jobs. Trying to reduce waste and cost is always necessary. To do any simple calculations there are four main rules that you need to follow.

Why do we do proofs?

The aim of this session is to motivate students to understand why we might want to do proofs, why proofs are important, and how they can help us. In particular, the student will learn the following: proofs can help you to really see WHY a result is true; problems that are easy to state can be hard to solve (Fermat's Last Theorem); sometimes statements which appear to be intuitively obvious may turn out to be false (the Hospitals paradox); the answer to a question will often depend crucially on t

Further Mathematical Methods

A level 3 course in Mathematics for (Theoretical) Physics students. Contains lecture notes, examples, ... as well as the files used to create these resources. Discusses:
1 Introduction and Prerequisites
2 Linear vector spaces
3 Operators, Eigenvectors and Eigenvalues
4 Green functions
5 Variational calculus
A Contour Integration

Mathematical analysis

This is a module framework. It can be viewed online or downloaded as a zip file. As taught in 2007-2008 and 2009-2010. This module introduces mathematical analysis building upon the experience of limits of sequences and properties of real numbers and on calculus. It includes limits and continuity of functions between Euclidean spaces, differentiation and integration. A variety of very important new concepts are introduced by investigating the properties of numerous examples, and developing the a