Regularly presented by Jason Cooper and Frode Rønning.

In this issue, with a contribution by Viviane Durand-Guerrier, Reinhard Hochmuth, Elena Nardi and Carl Winsløw.

## Report on the book *Research and Development in University
Mathematics Education.
Overview Produced by the International Network for Didactic Research in
University Mathematics.*^{1}www.routledge.com/Research-and-Development-in-University-Mathematics-Education-Overview-Produced/Durand-Guerrier-Hochmuth-Nardi-Winslow/p/book/9780367365387
Edited by V. Durand-Guerrier, R. Hochmuth, E. Nardi, and C. Winsløw

This book emerged from the activities of the research project INDRUM (International Network for Didactic Research in University Mathematics, hal.archives-ouvertes.fr/INDRUM). INDRUM is a network that developed out of ERME, and the network aims to contribute to the development of research in didactics of mathematics at all levels of tertiary education, with a particular concern for the development of early-career researchers in the field and for dialogue with university mathematicians. The INDRUM network has been initiated by scholars strongly involved in CERME conferences, and the INDRUM conferences have been labelled ERME Topic Conferences.

The aim of the book is to provide a deep synthesis of the research field as it appears through two INDRUM conferences, which took place in 2016 and 2018. The book addresses seminal theoretical and methodological issues and reports on substantial results concerning the teaching and learning of mathematics at university level, including the teaching and learning of specific topics in advanced mathematics across a wide range of university programmes.

The first part, **Achievements and current challenges**, contains
four chapters based on the two plenary lectures and two plenary panels at the
two conferences. Chapter 1 (Artigue) reflects *achievements and challenges
of research in mathematics education at university level*, pointing at the
strengths of this research, and the promising developments as well as the
challenges it faces. Chapter 2 (Lawson and Croft) presents *lessons for
mathematics higher education from 25 years of mathematics support*, relying
on the authors’ extensive experience in the *centres for excellence in
university-wide mathematics and statistics support*. Chapter 3 (Bardini,
Bosch, Rasmussen, and Trigueros) presents three case studies of
interactions between mathematicians and researchers in didactics of
mathematics and points out directions that seem important to strengthen.
Chapter 4 (Winsløw, Biehler, Jaworski, Rønning, and Wawro) focuses on the
*education and professional development of university mathematics
teachers.* New ideas and practices for discipline and context-specific
teacher preparation and for identifying and rewarding quality teaching are
proposed.

The second part, **Teaching and learning of specific topics in university
mathematics**, contains five chapters. Chapter 5 (Trigueros, Bridoux, O’Shea,
and Branchetti) addresses *challenging issues in the teaching and learning
of Calculus and Analysis,* covering research on one variable functions and
multivariable functions as well as research on more advanced topics. Chapter 6
(Vandebrouck, Hanke, and Martinez-Planell) presents the various theoretical
perspectives which underpin studies on *task design in calculus and
analysis*. The authors call for further exploration, documentation and
discussion on assessment and for incorporation of technologies, beyond current
research, on the formalization of basic notions. Chapter 7 (Chellougui,
Durand-Guerrier, and Meyer) explores the relationships between discrete
mathematics, computer science, logic and proof. The authors demonstrate the
need to deepen epistemological analysis and interdisciplinary didactical
engineering in this area. Chapter 8 (Hausberger, Zandieh, and Fleischmann)
presents a unified approach to the didactics of *abstract and linear
algebra* in terms of structural and discursive characteristics, aiming to
overcome the fragmented status of current research. Chapter 9 (González-Martín,
Gueudet, Barquero, and Romo-Vázquez) focuses on *mathematics for
engineers, mathematical modelling and mathematics in other disciplines,* and
addresses the challenges of defining, designing, motivating and assessing
mathematics teaching and learning for students who are not specializing in
mathematics.

The third part, **Teachers’ and students’ practices at university level**,
contains three chapters. Chapter 10 (Hochmuth, Broley, and Nardi) addresses
issues on *transition to, across and beyond university*, including the
transition from university to workplace, with an emphasis on the need for more
substantial research on the last two types of transition. Chapter 11
(Rasmussen, Fredriksen, Howard, Pepin, and Rämö) focuses on *students’
in-class and out-of-class mathematical practices*, use of resources
out-of-class, roles in assessment practices and responses to active learning
initiatives, in relation to interactions with other students, the teacher,
the mathematics, and resources. Chapter 12 (Grenier-Boley, Nicolás,
Strømskag, and Tabchi) focuses on *mathematics teaching practices at
university level*, with particular emphasis on teacher learning and teacher
knowledge, especially with regard to instructional design for inquiry-based
learning. The authors conclude with calling for stronger synergy between the
communities of mathematics and mathematics education.

We hope that this book will contribute to the development and dissemination of research in the teaching and learning of university mathematics and to bringing together researchers in didactics of mathematics and the whole community of university mathematics teachers.

## Cite this article

Viviane Durand-Guerrier, Reinhard Hochmuth, Elena Nardi, Carl Winsløw, ERME column. Eur. Math. Soc. Mag. 120 (2021), pp. 64–65

DOI 10.4171/MAG/27