Even prior to COVID-19, there had been an increase in the use of technology in undergraduate mathematics education to support the development of mathematical understanding and skill, and to enhance the student learning environment. Technology-enhanced resources can be used to provide formative assessment which can help students identify gaps in…

The phenomenon in which students enter university under-prepared for the mathematical demands of their undergraduate courses, regularly referred to as the 'Maths Problem', has been widely reported in Ireland, UK, Australia, and the US. This issue has been of particular concern in Ireland recently, with beginning undergraduates' performance of…

Over the past couple of decades, mathematics support centres have become widespread in higher education, most notably in Ireland, the U.K. and Australia. These centres generally offer a range of free support services to students who feel they need additional help with their mathematics modules. A major large-scale survey of first-year higher…

Mathematics support in higher education has become increasingly widespread over the past two decades, particularly in the UK, Ireland and Australia. Despite this, reliable evaluation of mathematics support continues to present challenges for those working in this area. One reason is because ideally, properly structured support should function as…

Supplemental Instruction has a long history of effective use in third level education in the United States. However, there are few rigorously controlled studies in which the potentially confounding effects of student aptitude and experience and of "volunteer effects" have been controlled. Analysis of the effects of peer assisted learning…