{ "type": "Article", "authors": [ { "type": "Person", "familyNames": [ "Durand-Guerrier" ], "givenNames": [ "Viviane" ] }, { "type": "Person", "familyNames": [ "Hochmuth" ], "givenNames": [ "Reinhard" ] }, { "type": "Person", "familyNames": [ "Nardi" ], "givenNames": [ "Elena" ] }, { "type": "Person", "familyNames": [ "Winsløw" ], "givenNames": [ "Carl" ] } ], "identifiers": [], "title": "ERME column", "meta": {}, "content": [ { "type": "Paragraph", "id": "p1", "content": [ "Regularly presented by Jason Cooper and Frode Rønning." ] }, { "type": "Paragraph", "id": "p2", "content": [ "In this issue, with a contribution by\nViviane Durand-Guerrier, Reinhard Hochmuth, Elena Nardi and Carl Winsløw." ] }, { "type": "Heading", "id": "S0.SS0.SSSx1", "depth": 1, "content": [ "Report on the book ", { "type": "Emphasis", "content": [ "Research and Development in University\nMathematics Education.\nOverview Produced by the International Network for Didactic Research in\nUniversity Mathematics." ] }, { "type": "Note", "id": "idm13", "noteType": "Footnote", "content": [ { "type": "Paragraph", "id": "footnote1", "content": [ { "type": "Link", "target": "https://www.routledge.com/Research-and-Development-in-University-Mathematics-Education-Overview-Produced/Durand-Guerrier-Hochmuth-Nardi-Winslow/p/book/9780367365387", "content": [ "www.routledge.com/Research-and-Development-in-University-Mathematics-Education-Overview-Produced/Durand-Guerrier-Hochmuth-Nardi-Winslow/p/book/9780367365387" ] } ] } ] }, "\nEdited by V. Durand-Guerrier, R. Hochmuth, E. Nardi, and C. Winsløw" ] }, { "type": "Figure", "id": "S0-SS0-SSSx1-fig1", "licenses": [ { "type": "CreativeWork", "content": [ { "type": "Paragraph", "content": [ "All rights reserved." ] } ] } ], "content": [ { "type": "ImageObject", "contentUrl": "0027-9780367365387.jpg", "mediaType": "image/jpeg", "meta": { "inline": false } } ] }, { "type": "Paragraph", "id": "S0.SS0.SSSx1.p3", "content": [ "This book emerged from the activities of the research project INDRUM\n(International Network for Didactic Research in University Mathematics,\n", { "type": "Link", "target": "https://hal.archives-ouvertes.fr/INDRUM", "content": [ "hal.archives-ouvertes.fr/INDRUM" ] }, ").\nINDRUM is a network that developed out of ERME, and the network aims to\ncontribute to the development of research in didactics of mathematics at all\nlevels of tertiary education, with a particular concern for the development of\nearly-career researchers in the field and for dialogue with university\nmathematicians. The INDRUM network has been initiated by scholars strongly\ninvolved in CERME conferences, and the INDRUM conferences have been labelled\nERME Topic Conferences." ] }, { "type": "Paragraph", "id": "S0.SS0.SSSx1.p4", "content": [ "The aim of the book is to provide a deep synthesis of the research field\nas it appears through two INDRUM conferences, which took place in 2016\nand 2018. The book addresses seminal theoretical and methodological\nissues and reports on substantial results concerning the teaching and\nlearning of mathematics at university level, including the teaching and\nlearning of specific topics in advanced mathematics across a wide range\nof university programmes." ] }, { "type": "Paragraph", "id": "S0.SS0.SSSx1.p6", "content": [ "The first part, ", { "type": "Strong", "content": [ "Achievements and current challenges" ] }, ", contains\nfour chapters based on the two plenary lectures and two plenary panels at the\ntwo conferences. Chapter 1 (Artigue) reflects ", { "type": "Emphasis", "content": [ "achievements and challenges\nof research in mathematics education at university level" ] }, ", pointing at the\nstrengths of this research, and the promising developments as well as the\nchallenges it faces. Chapter 2 (Lawson and Croft) presents ", { "type": "Emphasis", "content": [ "lessons for\nmathematics higher education from 25 years of mathematics support" ] }, ", relying\non the authors’ extensive experience in the ", { "type": "Emphasis", "content": [ "centres for excellence in\nuniversity-wide mathematics and statistics support" ] }, ". Chapter 3 (Bardini,\nBosch, Rasmussen, and Trigueros) presents three case studies of\ninteractions between mathematicians and researchers in didactics of\nmathematics and points out directions that seem important to strengthen.\nChapter 4 (Winsløw, Biehler, Jaworski, Rønning, and Wawro) focuses on the\n", { "type": "Emphasis", "content": [ "education and professional development of university mathematics\nteachers." ] }, " New ideas and practices for discipline and context-specific\nteacher preparation and for identifying and rewarding quality teaching are\nproposed." ] }, { "type": "Paragraph", "id": "S0.SS0.SSSx1.p8", "content": [ "The second part, ", { "type": "Strong", "content": [ "Teaching and learning of specific topics in university\nmathematics" ] }, ", contains five chapters. Chapter 5 (Trigueros, Bridoux, O’Shea,\nand Branchetti) addresses ", { "type": "Emphasis", "content": [ "challenging issues in the teaching and learning\nof Calculus and Analysis," ] }, " covering research on one variable functions and\nmultivariable functions as well as research on more advanced topics. Chapter 6\n(Vandebrouck, Hanke, and Martinez-Planell) presents the various theoretical\nperspectives which underpin studies on ", { "type": "Emphasis", "content": [ "task design in calculus and\nanalysis" ] }, ". The authors call for further exploration, documentation and\ndiscussion on assessment and for incorporation of technologies, beyond current\nresearch, on the formalization of basic notions. Chapter 7 (Chellougui,\nDurand-Guerrier, and Meyer) explores the relationships between discrete\nmathematics, computer science, logic and proof. The authors demonstrate the\nneed to deepen epistemological analysis and interdisciplinary didactical\nengineering in this area. Chapter 8 (Hausberger, Zandieh, and Fleischmann)\npresents a unified approach to the didactics of ", { "type": "Emphasis", "content": [ "abstract and linear\nalgebra" ] }, " in terms of structural and discursive characteristics, aiming to\novercome the fragmented status of current research. Chapter 9 (González-Martín,\nGueudet, Barquero, and Romo-Vázquez) focuses on ", { "type": "Emphasis", "content": [ "mathematics for\nengineers, mathematical modelling and mathematics in other disciplines," ] }, " and\naddresses the challenges of defining, designing, motivating and assessing\nmathematics teaching and learning for students who are not specializing in\nmathematics." ] }, { "type": "Paragraph", "id": "S0.SS0.SSSx1.p10", "content": [ "The third part, ", { "type": "Strong", "content": [ "Teachers’ and students’ practices at university level" ] }, ",\ncontains three chapters. Chapter 10 (Hochmuth, Broley, and Nardi) addresses\nissues on ", { "type": "Emphasis", "content": [ "transition to, across and beyond university" ] }, ", including the\ntransition from university to workplace, with an emphasis on the need for more\nsubstantial research on the last two types of transition. Chapter 11\n(Rasmussen, Fredriksen, Howard, Pepin, and Rämö) focuses on ", { "type": "Emphasis", "content": [ "students’\nin-class and out-of-class mathematical practices" ] }, ", use of resources\nout-of-class, roles in assessment practices and responses to active learning\ninitiatives, in relation to interactions with other students, the teacher,\nthe mathematics, and resources. Chapter 12 (Grenier-Boley, Nicolás,\nStrømskag, and Tabchi) focuses on ", { "type": "Emphasis", "content": [ "mathematics teaching practices at\nuniversity level" ] }, ", with particular emphasis on teacher learning and teacher\nknowledge, especially with regard to instructional design for inquiry-based\nlearning. The authors conclude with calling for stronger synergy between the\ncommunities of mathematics and mathematics education." ] }, { "type": "Paragraph", "id": "S0.SS0.SSSx1.p11", "content": [ "We hope that this book will contribute to the development and dissemination of\nresearch in the teaching and learning of university mathematics and to bringing\ntogether researchers in didactics of mathematics and the whole community of\nuniversity mathematics teachers." ] }, { "type": "Paragraph", "id": "S0.SS0.SSSx1.p12", "content": [] }, { "type": "Paragraph", "id": "authorinfo", "content": [ "Viviane Durand-Guerrier is professor emerita of Didactics of Mathematics at the\nUniversity of Montpellier, France. Starting with a PhD from the University of\nLyon (France) her research includes internationally recognized works on\nargumentation, proof and proving with a focus on the teaching and learning of\nlogic in university mathematics education. She is a former President of ERME\n(2013–2017), and the coordinator of the INDRUM Network since its creation.\n\n", { "type": "Link", "target": "mailto:viviane.durand-guerrier@umontpellier.fr", "content": [ "viviane.durand-guerrier@umontpellier.fr" ] }, "\nReinhard Hochmuth is professor of Mathematics Education and head of the\nInstitute for Didactics of Mathematics and Physics at the Leibniz University of\nHannover, Germany. Starting with a PhD, a Habilitation and following several\nyears of professorships in Applied Analysis, he joined the field of didactics.\nHe is director of the khdm (Centre for Higher Mathematics Education), member of\nINDRUM’s Coordinating Committee and Editorial Board member of IJRUME.\n\n", { "type": "Link", "target": "mailto:hochmuth@idmp.uni-hannover.de", "content": [ "hochmuth@idmp.uni-hannover.de" ] }, "\nElena Nardi is professor of Mathematics Education at the University of East\nAnglia. Her monograph ", { "type": "Emphasis", "content": [ "Amongst Mathematicians: Teaching and Learning\nMathematics at University Level" ] }, " was published in 2008. She is member of\nINDRUM’s Coordinating Committee, co-Editor-in-Chief of ", { "type": "Emphasis", "content": [ "International\nJournal for Research in Undergraduate Mathematics Education" ] }, " and Editorial\nBoard member of ", { "type": "Emphasis", "content": [ "Educational Studies in Mathematics" ] }, ", ", { "type": "Emphasis", "content": [ "Mathematical\nThinking and Learning" ] }, ", ", { "type": "Emphasis", "content": [ "Journal of Mathematics Teacher Education" ] }, " and\n", { "type": "Emphasis", "content": [ "Mathematics Teacher Education and Development." ] }, { "type": "Link", "target": "mailto:e.nardi@uea.ac.uk", "content": [ "e.nardi@uea.ac.uk" ] }, "\nCarl Winsløw is professor of Didactics of Mathematics at the University of\nCopenhagen, and (from 2021) president of the European society for Research in\nMathematics Education. His research fields include von Neumann algebra theory\n(the subject of his PhD from Tokyo University, 1994) and didactics of\nuniversity mathematics, especially in the domain of Analysis. He was among the\nfounding members of INDRUM (International Network for Didactical Research on\nUniversity Mathematics).\n\n", { "type": "Link", "target": "mailto:winslow@ind.ku.dk", "content": [ "winslow@ind.ku.dk" ] } ] } ] }