This edited volume presents a broad range of original practice-oriented research studies about tertiary mathematics education. These are based on current theoretical frameworks and on established and innovative empirical research methods. It provides a relevant overview of current research, along with being a valuable resource for researchers in tertiary mathematics education, including novices in the field. Its practice orientation research makes it attractive to university mathematics teachers interested in getting access to current ideas and results, including theory-based and empirically evaluated teaching and learning innovations.

The content of the book is spread over 5 sections: The secondary-tertiary transition; University students' mathematical practices and mathematical inquiry; Research on teaching and curriculum design; University students' mathematical inquiry and Mathematics for non-specialists.

Autorentext

Rolf Biehler has been, since 2009, a full professor for didactics of mathematics at Paderborn University. Before, he was a professor for didactics of mathematics at the University of Kassel (since 1999). His research domains include: tertiary mathematics education, professional development of teachers of mathematics, didactics of probability, statistics, and data science. Michael Liebendörfer is Juniorprofessor of higher mathematics education at the University of Paderborn, Germany. His research focus is on students' motivation and learning strategies as well as the evaluation of innovative teaching in higher mathematics. Ghislaine Gueudet has been, since 2009, a full professor in mathematics didactics at the University of Brest (France) and a member of the CREAD (Center for Research on Education, Learning and Didactics). Her research concerns university mathematics education, and the interactions between teachers, students and resourcesfor the learning and teaching of mathematics from preschool to university and in teacher education. Chris Rasmussen is Professor of mathematics education in the department of mathematics and statistics at San Diego State University. His research investigates inquiry-oriented approaches to the learning and teaching of undergraduate mathematics and the process of departmental and institutional change. Carl Winsløw holds, since 2003, the position as full professor in Didactics of Mathematics at the University of Copenhagen. WIth a background in pure mathematics, his research is currently mainly on university mathematics education, especially the teaching of analysis, and mathemathematics teacher knowledge.