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Table of contents

  1. Front Matter
    Pages i-vii
  2. Irene Biza, Victor Giraldo, Reinhard Hochmuth, Azimehsadat Khakbaz, Chris Rasmussen
    Pages 1-32 Open Access

About this book

Introduction

This topical survey focuses on research in tertiary mathematics education, a field that has experienced considerable growth over the last 10 years. Drawing on the most recent journal publications as well as the latest advances from recent high-quality conference proceedings, our review culls out the following five emergent areas of interest: mathematics teaching at the tertiary level; the role of mathematics in other disciplines; textbooks, assessment and students’ studying practices; transition to the tertiary level; and theoretical-methodological advances. We conclude the survey with a discussion of some potential directions for future research in this new and rapidly evolving domain of inquiry.

Keywords

Mathematics at the Tertiary Level Teaching Practices Studying Practices Mathematics for Non-mathematicians Transition Tertiary Mathematics Education Role of Mathematics Mathematics Textbooks Mathematics Assessment Students' Studying Practices

Authors and affiliations

  • Irene Biza
    • 1
  • Victor Giraldo
    • 2
  • Reinhard Hochmuth
    • 3
  • Azimeh Sadat Khakbaz
    • 4
  • Chris Rasmussen
    • 5
  1. 1.School of Education and Lifelong LearninUniversity of East AngliaNorwichUnited Kingdom
  2. 2.Universidade Federal do Rio de JaneiroRio de JaneiroBrazil
  3. 3.Inst. für Didaktik der Math. und PhysikUniversität HannoverHannoverGermany
  4. 4.Bu-Ali Sina UniversityHamadanIran
  5. 5.Dept of Mathematics & StatisticsSan Diego State UniversitySan DiegoUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-41814-8
  • Copyright Information © The Editor(s) (if applicable) and The Author(s) 2016
  • License CC BY
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-41813-1
  • Online ISBN 978-3-319-41814-8
  • Series Print ISSN 2366-5947
  • Series Online ISSN 2366-5955
  • Buy this book on publisher's site