There is a general agreement that many students struggle with the transition from secondary to higher education, particularly in the context of mathematics modules. Lecturers often suggest or supply supplemental resources to give students the opportunity to overcome their difficulties. In addition, students often seek out resources independently, many of which are provided through digital-age technology. Current research in this area focuses on the effectiveness of resources that mathematics educators have developed. However, it is unclear which resource types students select themselves and what specific content they seek. In addition, the type of resources that lecturers recommend to students is not well documented. In this article, we present findings from two surveys carried out in higher education institutes in Ireland: one involving students and the other involving lecturers. In particular, we focus on the resource types favoured by students and lecturers, the specific content that they relate to and the issues they seek to address.