The Mathematics Clinic is provided throughout the teaching year.

• Offered on a drop-in basis to ALL university students accessing mathematical modules.
• Timetabled to be accessible to all Stage One and Stage Two specialist mathematics students, (main users: Stage One students in first semester).
• Clinic is staffed by friendly, approachable and experienced members of staff.
• Feedback confirms student appreciation of this facility.

The past decade or so has seen a huge growth in the number of mathematics support centres within UK higher education institutions as they come to terms with an increasing volume of students who are poorly prepared for the mathematical demands of their chosen courses. In other parts of the world we observe similar developments. In the early years many centres were short-lived enterprises staffed either by concerned volunteers who found a few hours in the week to offer additional support, or alternatively by part-time staff on short-term contracts. More recently, we have observed a trend to more substantial support centres many of which attract central funding and dedicated staff. Given this trend there is a need to ask whether our efforts are worthwhile, how we might know this, and whether we can justify ongoing funding. This talk by TONY CROFT of Loughborough University at Queensland University of Technology, 2009, will describe some of the challenges associated with acquiring data on effectiveness. Various ways in which we can measure our success will be explored. Finally, several exemplars will be provided of work being undertaken to capture the sort of evidence required to secure continued funding of mathematics support centres.

Ni fhloinn, E., Bhaird, C. M., & Nolan, B. (2014). University students' perspectives on diagnostic testing in mathematics. International Journal of Mathematical Education in Science and Technology, 45 (1), 58-74. DOI:10.1080/0020739X.2013.790508 Many universities issue mathematical diagnostic tests to incoming first-year students, covering a range of the basic concepts with which they should be comfortable from secondary school. As far as many lecturers are concerned, the purpose of this test is to determine the students' mathematical knowledge on entry. It should also provide an early indication of which students are likely to need additional help, and hopefully encourage such students to avail of extra support mechanisms at an early stage. However, it is not clear that students recognize these intentions and there is a fear that students who score poorly in the test will have their confidence further damaged in relation to mathematics and will be reluctant to seek help. To this end, a questionnaire was developed to explore studentsâ?? perspectives on diagnostic testing. Analysis of responses received to the questionnaire provided an interesting insight into studentsâ?? perspectives including the optimum time to conduct such a test, their views on the aims of diagnostic testing, whether they feel that testing is a good idea, and their attitudes to the support systems put in place to help those who scored poorly in the test.

Computer based assessment has been used at UWE for a number of years on certain modules run by the School of Mathematical Sciences. In this case study we discuss the operation of the assessment for a first year engineering mathematics module in which students are permitted multiple attempts and are allowed, within an specified period of time, to choose when they take the assessment. Feedback from students has been highly positive about the assessment regime and our observation is that operating the tests in this way does encourage students to work steadily throughout the year.

This case study reports on the approach at one institution to helping first year engineering students to acquire the mathematical skills they need. The approach involves a range of support mechanisms, and the concerted use of technology as well as paper and pencil methods. Changes in curriculum, pedagogy and indeed assessment style have all proven necessary.

A report containing the Royal Society's Vision for science and mathematics education over the next 20 years. This includes a proposal for a broad and balanced curriculum, where young people study science and mathematics until 18 alongside arts, humanities and social sciences. The Royal Society Policy Centre report 01/14 issued June 2014 DES3090.

Logarithms can be used to write expressions involving powers in alternative forms. This leaflet explains how.