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

An electronic version of the Facts and Formulae leaflet for economics designed to be viewed onscreen. A higher resolution print version is available in mathcentre.

A framework for discussing the location of a mathematics drop-in workshop by Ian beverage. Mathematics Support Newsletter, Issue 2, 1994.

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.

Podcast to accompany the Quick Reference Engineering Maths First Aid Kit leaflet 'Introduction to differentiation 8.1' submitted under Creative Commons Licence BY-NC-SA to the mathcentre Community Project by Ciaran Mac an Bhaird, National University of Ireland Maynooth and reviewed by Ann O'Shea, National University of Ireland Maynooth.

Knowledge of the trigonometric ratios of sine, cosine and tangent is vital in very many fields of engineering, science and maths. This unit introduces them and provides examples of how they can be used to solve problems. (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.

Knowledge of the trigonometric ratios sine, cosine and tangent is vital in many fields of engineering, maths and science. This unit explains how the sine, cosine and tangent of an arbitrarily sized angle can be found. (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.

FOR COPYRIGHT REASONS DIRECT ACCESS TO THIS PAPER MAY BE UNAVAILABLE. MathsAid is a university-wide maths support service offering one-to-one tutorial support and more. This paper by ATKINS, MAY and MARKS-MARAN (Kingston University, UK) discusses the initiative and provides information about its evaluation by questionnaire, usage data and interviews with students. The paper is published in the Journal of Further and Higher Education, Vol. 29. No. 4 (2005) pp 353-365.

Knowledge of the trigonometric ratios sine, cosine and tangent is vital in many fields of engineering, maths and science. This unit explains how the sine, cosine and tangent of an arbitrarily sized angle can be found. (Mathtutor Video Tutorial) The video is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

4 questions testing the precedence of operations applied to integers. In other words testing BIDMAS: Brackets, Indices, Division/Multiplication and Addition/Subtraction. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.

FOR COPYRIGHT REASONS DIRECT ACCESS TO THIS PAPER MAY BE UNAVAILABLE. MathsAid is a university-wide maths support service offering one-to-one tutorial support and more. This paper by Atkins, May and Marks-Maran (Kingston University, UK) discusses the initiative and provides information about its evaluation by questionnaire, usage data and interviews with students. The paper is published in the Journal of Further and Higher Education, Vol. 29. No. 4 (2005) pp 353-365. DOI:10.1080/03098770500353607

This brief contribution from IAN BEVERIDGE (then of Luton University) is probably one of the first recorded notes which attempts to assess the effectiveness of a mathematics support centre (herein called a Workshop). It describes a workshop for access students, and its role in encouraging students to complete coursework assignments. It notes that a lower dropout rate is found in the subgroup of workshop attenders. However, it draws attentions to a perceived shortcoming which can result in creating and feeding dependency rather than independence amongst the students. The note can be found in the Mathematics Support Association Newsletter No.2 (1994) (now disbanded, but available from the sigma website).

The focus of this HE STEM guide is to provide mathematics support to students across all STEM disciplines to ease the transition from School/College in to University. This is a key factor influencing drop-out from STEM degrees and a targeted provision for mathematics support is a proven way to counter this. It includes cases studies from the Universities of Coventry, Portsmouth, York. Lincoln and Kent and articulates the experiences of the two Sigma Directors Professor Duncan Lawson, Coventry University and Professor Tony Croft, Loughborough University joint winners of the 2011 Times Higher Award for Outstanding Support for Students