In this paper, we report on the outcomes of a survey of students across 12 higher education institutions in Ireland and the UK. Participants were asked to give their views on what tutors should do and not do when they are providing Mathematics Learning Support to students. We present the categories that emerged from an analysis of student…

Peer-Assisted Learning (PAL) schemes typically involve student volunteers (PAL Leaders) designing and delivering sessions that support groups of students in lower years with their studies. This paper discusses three different PAL schemes, within Mathematics degrees at Sheffield Hallam University (a Post-92 University) and The University of York (a…

During the COVID-19 pandemic, the teaching of programming for undergraduate mathematicians was moved online. This was delivered asynchronously, with students working through notes and exercises and asking for help from staff via online messages as needed. Staff delivery time was redirected from content delivery into a formal system of formative…

Along with a growing body of evidence of the challenges experienced by specialist and more-able mathematics students during their undergraduate studies, there now exists evidence that these students are increasingly accessing mathematics support centres as a means of enhancing their mathematical learning experience. Here, we report on a survey of…

The use of recorded lecture videos (RLVs) in mathematics instruction continues to advance. Prior research at the post-secondary level has indicated a tendency for RLV use in mathematics to be negatively correlated with academic performance, although it is unclear whether this is because regular users are generally weaker mathematics students…

This paper reports a study which investigated the extent to which undergraduate mathematics students in the United Kingdom are currently taught to programme a computer as a core part of their mathematics degree programme. We undertook an online survey, with significant follow-up correspondence, to gather data on current curricula and received…

By helping create a shared, supportive, learning community, the creative use of custom-designed spaces outside the classroom has a major impact on student engagement. The intention is to create spaces that promote peer interaction within and across year groups, encourage closer working relationships between staff and students and support specific…

This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills,…

Being situated within a course at the applied end of the spectrum of maths degrees, the pure mathematics modules at Sheffield Hallam University have an applied spin. Pure topics are taught through consideration of practical examples such as knots, cryptography and automata. Rubik's cubes are used to teach group theory within a final year pure…

Graduates with well-developed capabilities in finance are invaluable to our society and in increasing demand. Universities face the challenge of designing finance programmes to develop these capabilities and the essential knowledge that underpins them. Our research responds to this challenge by identifying threshold concepts that are central to…

We report the implementation and evaluation of a "peer assisted learning" (PAL) scheme designed to reduce the so-called "cooling off" phenomenon in undergraduate mathematics. "Cooling off" occurs when mathematics undergraduates lose motivation and interest in their studies, despite having previously actively chosen to…

This empirical study explores the roles that Emotional Intelligence (EI) and Emotional Self-Efficacy (ESE) play in undergraduates' mathematical literacy, and the influence of EI and ESE on students' attitudes towards and beliefs about mathematics. A convenience sample of 93 female and 82 male first-year undergraduates completed a test of…

Undergraduate mathematics is traditionally designed and taught by content experts with little contribution from students. Indeed, there are signs that there is resistance from mathematics lecturers to involve students in the creation of material to support their peers--notwithstanding the fact that students have been successfully engaged as…

This empirical study explores factors influencing undergraduates' self-evaluation of their numerical competence, using data from an online survey completed by 566 undergraduates from a diversity of academic disciplines, across all four faculties at a post-1992 UK university. Analysis of the data, which included correlation and multiple regression…

This research examines how e-assessment and e-resources were used to assess and support the mathematics of Technology and Design students undertaking a B.Ed. (post-primary) teacher education course. The students participated in two similar tests in order to ascertain if their mathematical difficulties were in the underlying concepts of the…