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The decline in the development of mathematical skills in students prior to university entrance has been a matter of concern to UK higher education staff for a number of years. This article describes a pilot study that uses the Analytic Hierarchy Process to quantify the mathematical experiences of computing students prior to the start of a first year mathematics module with a view to identifying those students that would be in need of additional support during the module. Results indicate that such identification is possible at the start of the module so that targeted support can be provided for these students.