Within the mathematical sciences there exist particular challenges associated with the provision of timely and detailed feedback, both of which are important given the widespread use of formative, and typically weekly, problem sheet assessments to aid and structure the mathematical development of learners. In this talk I will report on the outcomes from a cycle of action research that was designed to enhance the feedback received by students and their subsequent engagement with it in a large research-intensive mathematical sciences department along with more recent work to explore how students engage with additional opportunities for support and feedback to aid their mathematical learning. Student views on the current feedback they receive will be discussed, but more broadly the findings offer insight into alternative feedback practices that mathematical sciences departments might wish to explore.