A-LEVEL MATHS TUTOR,revise A-level maths.Your guide for effective advanced maths revision. LabSpace - The Open University Applying mathematics (Times Article) One of the questions every mathematics teacher is regularly asked is “When are we ever going to use these things?” This is probably the hardest question to answer in a satisfactory manner! We talk about the applications of mathematics in physics, engineering and computer science. It is today becoming more important for students to attain a higher level of numerical literacy - Christina Zarb Since I deal with many IT students, my favourite answer is “Google! Of course we can, many should be thinking. Mathematics is a compulsory subject throughout primary and secondary education – it is considered, and rightly so, a core subject throughout these highly important formation years, and a pass at Ordinary level is fundamental in order to continue one’s studies at post-secondary and tertiary level. After secondary school, students have to choose which combination of Advanced and Intermediate level subjects to pursue, keeping in mind the University degree they would like to read for.

Multiplicative inverse Number which when multiplied by x equals 1 The reciprocal function: y = 1/x. For every x except 0, y represents its multiplicative inverse. The term reciprocal was in common use at least as far back as the third edition of Encyclopædia Britannica (1797) to describe two numbers whose product is 1; geometrical quantities in inverse proportion are described as reciprocall in a 1570 translation of Euclid's Elements.[1] In the phrase multiplicative inverse, the qualifier multiplicative is often omitted and then tacitly understood (in contrast to the additive inverse). The notation f −1 is sometimes also used for the inverse function of the function f, which is for most functions not equal to the multiplicative inverse. Examples and counterexamples[edit] In modular arithmetic, the modular multiplicative inverse of a is also defined: it is the number x such that ax ≡ 1 (mod n). These two notions of an inverse function do sometimes coincide, for example for the function where Complex numbers[edit]

Khan Academy Brookhaven Maths - A level Core Maths Notes These notes are based on the class notes I made during my pure maths A Level course. They have been transcibed onto the computer and saved as a zipped pdf file. The notes should be ideal for A-level maths core revision and are based mainly on the OCR syllabus, with a touch of AQA. The notes contain many worked examples, which should give a good overview of the many techniques required. C1 to C4 - Core A Level Maths Revision & Class Notes: All my notes have been combined into one pdf file. Due to exceeding our bandwidth limits the file has been moved to another server, but can still be downloaded via the 'download' button here. The downloaded file is a zip file, ALevelNotesC1C4.zip. Unzip to extract the latest version of the pdf document Updates Please check back for further updates to the C1 / C2 / C3 / C4 Core A Level maths revision notes. Updated Sections are marked in the contents list at the beginning of each Core module. Previous Updates to C1-C4:

Introduction to Higher Mathematics by Department of Mathematics Whitman College This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit or send a letter to Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA. This text was initially written by Patrick Keef and modified by David Guichard. This HTML version was produced using a script written by David Farmer and adapted by David Guichard. Please report problems to guichard@whitman.edu.

Completing the Square: Finding the Vertex {*style:<i><b>Completing the Square: The vertex form of a quadratic is given by = ( – ) 2 + , where ( , ) is the vertex. The " " in the vertex form is the same " " as in = 2 + + (that is, both 's have exactly the same value). The sign on " " tells you whether the quadratic opens up or opens down. In the vertex form of the quadratic, the fact that ( , ) is the vertex makes sense if you think about it for a minute, and it's because the quantity " – " is squared, so its value is always zero or greater; being squared, it can never be negative. Suppose that " " is positive, so ( – ) 2 is zero or positive and, whatever -value you choose, you're always taking and adding ( – ) 2 to it. If, on the other hand, you suppose that " " is negative, the exact same reasoning holds, except that you're always taking and the squared part from it, so the value can achieve is at . Follow this procedure: Copyright © Elizabeth Stapel 2000-2011 All Rights Reserved This is your original equation.

Concepts of Mathematics - Summer I 2012 Announcements Friday 5/25/12: The LaTeX tutorial will be Tuesday May 29 at 5-6:30ish pm in Wean 5207Sunday 5/20/12: Course calendar is settled (as far as I know!). Homework 1 is up as well, and notes for the first day. Notes for the second and third day should be done before class tomorrow.Thursday 5/17/12: Syllabus is finalized. I am still messing with the course calendar though. It will be settled as far as I know by the beginning of the course Course Summary Welcome to Concepts of Mathematics. The first part of the course will be on logic and proof techniques. The second part of the course will cover structures on sets. The third part of the course will be on discete math. This course, especially over the summer when the time to teach is cut in more than half, is very intense.

Related: Introductory Mathematics