This paper examines the diversity of mathematics preparedness of students undertaking study of engineering surveying taught at the University of New England (UNE). As UNE is a relatively small institution, this subject is taught at both undergraduate and postgraduate level and as part of a wide range of courses from Engineering, Environmental Science and Geographical Information Systems to Archaeology. As expected from such a diverse group of degree programs, the mathematical background of students is quite variable. As a teacher this is very challenging, so it is proposed to use technology to scaffold students' learning of the necessary mathematics. This will involve the provision of screencasts that will allow students to develop the necessary skills in a self-paced manner.