This report by Julie Scott Jones and John Goldring is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Sociology discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and staff and student expectations. Evidence collected from a literature review, surveys and discussion events is presented and used to inform findings and recommendations. (2014)

This report by Michaela J Cottee, Amanda Relph and Karen Robins is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Business and Management discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and staff and student expectations. Evidence collected from a literature review, surveys and a discussion event is presented and used to inform findings and recommendations. (2014)

A video tutorial introducing the basic Boolean operations/logic gates and their truth tables. There are 8 videos in the Boolean series. This resource has been contributed under a Creative Commons licence to the mathcentre Community Project by Eva Szatmari and Catherine Griffiths, Birkbeck College, University of London and reviewed by Gill Whitney, Middlesex University. It is one of a series of 20 video resources funded by a sigma Resource Development grant.

16 questions: Product Rule, Quotient Rule and Chain Rule. For those that want a thorough testing of their basic differentiation using the standard rules. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.

The teaching of mathematics and statistics forms part of a first year module, Scientific Inquiry, which is taken by students on undergraduate science courses. The range of mathematical backgrounds amongst the students is accommodated through a Virtual Learning Environment (VLE), supporting student-centred learning. The Case Study describes the philosophy of the module and how this is reflected in its structure, delivery, available materials and use of self-assessment.

First year students in mathematics have been tested at the University of Sussex over the past 25 years using a paper-based diagnostic test. The test has hardly changed during that time. The test and remedial measures are co-ordinated by a senior member of staff, but administered by two postgraduates.

Ciarán Mac an Bhaird, Olivia Fitzmaurice, Eabhnat Ní Fhloinn, and Ciarán O’Sullivan (2013). Student non-engagement with mathematics learning supports, Teaching Mathematics and its Applications, 32 (4), 191-205, doi: 10.1093/teamat/hrt018. Large numbers of students entering higher education take some level of mathematics as part of their degrees, and it is widely reported that a considerable minority of these students demonstrate a lack of the basic mathematical skills that they require to succeed. A common response has been the establishment of mathematics learning supports to give students the opportunity to reach the levels required. Research has shown that in general, although the supports appear to impact positively on students who avail of them, a significant number of students do not engage appropriately. This article presents preliminary findings from a national survey carried out at nine Higher Education Institutions in Ireland, focusing on the reasons given by students for their lack of engagement with the extra supports. It looks at the students’ mathematical backgrounds; the type of institution they attend, and discusses what these students reported would encourage them to avail of the supports.

This collection of useful resources includes a list of websites where one can learn about tests, practice tests, and improve maths skills, but also a list of books on subject. Each resource is accompanied by a short description. They have been designed to allow graduates to prepare for the tests they may have to take during the job application process. This resource has been contributed under a Creative Commons licence to the mathcentre Community Project by Laura Hooke, Loughborough University London and reviewed by Dr Kinga Zaczek, Royal Holloway, University of London. It is one of a series of 17 resources produced by the sigma Network Employability Special Interest Group.

This is a practice test based on the Numerical Reasoning tests available on the AssessmentDay website. It has been designed to allow graduates to prepare for the Numerical Reasoning test they may have to take during the job application process. This resource has been contributed under a Creative Commons licence to the mathcentre Community Project by David Faulkner, University of Hertfordshire and reviewed by Dr Kinga Zaczek, Royal Holloway, University of London. It is one of a series of 17 resources produced by the sigma Network Employability Special Interest Group.

These are fully worked solutions to the 'Numerical Reasoning Practice Test 1'. The document has been designed to allow graduates to prepare for the Numerical Reasoning test they may have to take during the job application process. This resource has been contributed under a Creative Commons licence to the mathcentre Community Project by David Faulkner, University of Hertfordshire and reviewed by Dr Kinga Zaczek, Royal Holloway, University of London. It is one of a series of 17 resources produced by the sigma Network Employability Special Interest Group.

These PPT slides include information about the Non-Verbal Reasoning test and sample questions. They have been designed to allow graduates to prepare for the test they may have to take during the job application process. This resource has been contributed under a Creative Commons licence to the mathcentre Community Project by Laura Hooke, Loughborough University London and reviewed by Dr Kinga Zaczek, Royal Holloway, University of London. It is one of a series of 17 resources produced by the sigma Network Employability Special Interest Group.

Undergraduate life sciences studies require students to possess certain key numeracy skills and these same skills are sought from graduates by employers. Since September 2011 we have offered optional attendance drop-in sessions and locally produced online resources to support students with the numeracy requirements of our life sciences undergraduate courses. Details of the content of this support along with attendance figures and importantly student feedback are presented here. Chrystalla Ferrier: (2013) A Multifaceted Approach to Numeracy Support for Life Sciences Students. MSOR Connections 13(2), 24-30. DOI: 10.11120/msor.2013.00013