When it comes to university-level mathematics for engineering education it is getting harder and harder to bridge the gap between the requirements of the curriculum and the actual mathematical skills of first-year students. This article presents a concept that increases the efficiency of mathematics tutorials so that it gets easier for students to gain the knowledge needed for the subject matter. A peer-support technique is adopted with the intention of increasing the efficiency of the traditional engineering mathematics tutorial by giving each student the responsibility for leading one of the courses’ tutorials as part of an ‘expert group’. The motivation for this approach is to increase the amount of work actually done in a tutorial by using the students in the expert groups to produce warm-up material at the start of each session so that less time is wasted by those students who attend ill-prepared to start work.
