Due to Covid-19, mathematics support at Maynooth University transitioned from in-person to online over a very short period in March 2020. This paper provides a brief description of the technologies used by six tutors to facilitate this move. We outline why the tutors picked these technologies and how they used them. We also consider the issues tutors wanted to resolve and reflect on the outcomes of their experiences.

In this paper we report on a pilot of resources to support students with dyslexia conducted at a university in Ireland. We give brief background to the development of these resources and describe the steps taken to pilot them in a mathematics support centre. We outline the feedback received from tutors and students, and close with observations on how the pilot outcomes may influence the future implementation of these and other similar resources.