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Resource type An Audit of Mathematical Support Provisions in Irish Third Level Institutes
A report on an audit of 13 Irish institutions providing mathematics learning support and the various structure/types of mathematics support they offer conducted by CEMTL and compiled by Olivia Gill, John O'Donoghue and Paddy Johnson.
Resource type Learning support in mathematics and statistics in Australian universities: a guide for the university sector
This Guide is based on findings from a project funded by The Australian Learning and Teaching Council (ALTC). After discussion on the history, nature and roles of learning support in mathematics and statistics in Australia, it synthesizes the findings of the project to provide information for the university sector on the need for, and the provision of, such support. The project was funded by the ALTC’s Leadership for Excellence in Learning and Teaching Program. The title of the project was Quantitative diversity: disciplinary and cross-disciplinary mathematics and statistics support in Australian universities, and its aim was to develop national capacity and collaboration in cross-disciplinary mathematics and statistics learning support to enhance student learning and confidence.
Resource type Making Mathematics Count
Adrian Smith's inquiry into post-14 mathematics education. There is a accompanying video 'The need for maths - Adrian Smith'
Resource type Measuring the Mathematics Problem
This report is published under the auspices of The Learning and Teaching Support Network (Maths, Stats & OR), The Institute of Mathematics and its Applications, The London Mathematical Society, and The Engineering Council. The findings and recommendations in this report emerged from a seminar at the Møller Centre Cambridge, 10-11 May 1999.
Resource type Newton's Mechanics: Who needs it?
A report on the mechanics problem on the transition to university by Mike Savage and Charlie Stripp. Findings and recommendations of a two-day symposium at the Møller Centre, Cambridge, 30th June, 1st July 2008.
Resource type Responding to the Mathematics Problem : The Implementation of Institutional Support Mechanisms
This volume arose from a conference, Addressing the Quantitative Skills Gap: Establishing and Sustaining Cross-Curricular Mathematical Support in Higher Education, held at the University of St Andrews in 2007. The aim of that conference, and of this volume of collected essays, is to explore the logistics and economics of establishing and sustaining institution-wide mathematics support provision. We explore a range models for delivering mathematical support accommodating an even wider range of budgets. Additionally, we identify how universities can call upon their maths support provision to demonstrate that they are addressing institutional agendas including quality enhancement, employability and skills, the first year experience, flexible delivery, retention, and the student learning experience. Looking to the future we note how mathematics support has broadened from its original focus on the STEM subjects and discuss how emerging technologies are being exploited for its provision.

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