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.

An electronic version of the Facts & Formulae leaflet for computer science designed to be viewed onscreen. A higher resolution print version is available in mathcentre. The leaflets were translated by Dr Tudur Davies, a Coleg Cymraeg Cenedlaethol Lecturer of Mathematics, at the Institute of Mathematics, Physics & Computer Science, Aberystwyth University. Funding from the Coleg Cymraeg Cenedlaethol is gratefully acknowledged.

This article by SARAH PARSONS (Harper Adams University College) describes the positive effects on examination results of introducing mathematics support and implementing other changes. The article presents data which shows that significantly improved results followed from changes introduced in 2001 which included substantial mathematics support provision. However, because many other changes (changed content, separate lectures for some groups, diagnostic testing etc) were introduced at the same time it is not possible to isolate particular effects of the mathematics support provision. Nevertheless external examiner comments reflect the value of mathematics support. The article is published in MSOR Connections Feb 2005 Vol. 5 No.1.

Students arriving in many of the UMIST departments are required to take a brief maths test on arrival. Mathematics students who underachieve on this test are assigned some questions relevant to sections where they did poorly and also referred to sections from texts and Internet notes. The student�¢??s attempt at the assigned questions acts as a basis for a feedback session. Certain students in other departments (receiving mathematics as a service course) are asked to complete a computerised assignment on areas where they underachieved. Again, they are provided with references to texts and Internet notes.

The Mathematics Support Centre at Coventry University (originally known as the BP Maths Centre) was established in 1991. The Centre aims to provide early identification of problems and on-going support for individual students. This is achieved through use of diagnostic testing, the provision of a wide range of resources and the availability of one-to-one assistance on drop-in basis. The Centre�?�¢??s website was launched in September 2000 to:

• extend the support provision to students who did not find it easy to visit the Centre (e.g. part-time students).
• provide access to a range of resources at times when the Centre is closed.
• deliver new support activities such as online practice tests and email questions.

This booklet presents summaries of the work completed under the Mathematical Sciences HE Curriculum Innovation Project from 2010-12 and provides links to access the resources produced. Work is presented on: developing graduate skills from within the curriculum and by engaging with employers; making available industrial problems in maths and stats; teaching and assessing problem solving; mathematical thinking; student support; inclusive curricula; non-traditional methods of assessment; use of audio-visual media in teaching and learning. This report was edited by Peter Rowlett. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.

This special issue of MSOR Connections is themed around work undertaken as part of the National HE STEM Programme. This includes work organised by the Network under the Mathematical Sciences HE Curriculum Innovation Project and work organised by other HE STEM partners. Work is reported in sections. The first contains an account of our HE Mathematics Curriculum Summit and work which addresses the recommendations for curriculum development made by that Summit. The remainder of the articles are arranged according to several areas of activity: graduate skills; employer engagement; mathematical thinking; technology; inclusive curricula; engineering maths; outreach and widening participation through schools and colleges. This edition was edited by Peter Rowlett. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.

This article presents a novel approach to maths support designed and adopted by the University of Lincoln, School of Engineering, to bridge this transition gap for students, offer continued support through Assessment for Learning and Individual Learning Plans, and ultimately increase student achievement, engagement and retention. The article then extends this proven approach and discusses recently implemented enhancements through the use of online diagnostic testing and a ‘student expert’ system to harness mathematical knowledge held by those gifted and talented students (often overlooked by higher education institutions) and to promote peer-to-peer mentoring. The article shows that with the proven system in place, there is a marked increase in student retention compared with national benchmark data, and an increase in student engagement and achievement measured through student feedback and assessments. M. Gallimore and J. Stewart, (2014) Increasing the impact of mathematics support on aiding student transition in higher education., Teaching Mathematics Applications, 33 (2), 98-109, doi:10.1093/teamat/hru008

With widening participation in the university sector and the reduction in pre-requisites for entry into many university science courses, students are arriving at university with reduced competencies in mathematics. As quantitative skills are crucial for study in science, under-preparation has direct effects on multiple disciplines. The Maths Skills Program for first year science and statistics students at La Trobe University was developed in collaboration with science coordinators to provide students with mathematics support that highlights the relevance of mathematics to their disciplines. In evaluating the program, both the students and science coordinators were surveyed. The student responses on questionnaires indicated the students saw the relevance of the program to their educational goals, believed the questions written in context helped them learn their subject, and the focus on relevance helped them understand how mathematics was related to their subject. This was in line with the responses from the science coordinators who found the program to be relevant to their disciplines and assisted students in applying mathematics in context. Deborah C. Jackson, Elizabeth D. Johnson, Tania M. Blanksby. (2014) A Practitioner’s Guide to Implementing Cross-Disciplinary Links in a Mathematics Support Program. IJISME, Vol 22, No 1. http://openjournals.library.usyd.edu.au/index.php/CAL/article/view/6898

Problem classes are traditionally used in the teaching of mathematics. For a first year Chemical Engineering course in mathematical modelling, a quiz based on the TV programme â??Who Wants to Be a Millionaire?â?? has been introduced, in a problem class supporting lectures. Following group work, with one set problem per group, students present their solutions to the rest of the class. The quiz follows the presentations. Each group is represented by a volunteer, who attempts to win chocolate prizes. The questions are both general, and specific to the particular problem done by the group. Besides reinforcing earlier learning, the quiz is fun. Certainly it appears to have been appreciated by two successive student cohorts. The lecturer and postgraduate demonstrator have also enjoyed the problem classes more than traditional formats.

The Outdoor division at UCLan provides a team building residential Frontier Education course to many of the university's first year cohorts. It was noticed that within this course some of the skills developed would not only foster better group cohesion, but also reflected some of the qualities desired from the mathematics undergraduates The chance to turn this idea into a project came with the Student Internship programme offered by sigma. This booklet is aimed at lecturers without prior knowledge of coaching theory but have the desire to approach the students development from a different direction. Developed by Andrew Burrell, Jo McCready, Zainab Munshi, Davide Penazzi.