Part 1: Research on the secondary-tertiary transition
Chapter 1. Self-regulated learning of first-year mathematics students
Chapter 2. The societal dimension in teacher students beliefs on mathematics teaching and learning
Chapter 3. The Organization of Inter-level Communities to Address the Transition Between Secondary and Post-secondary in Mathematics
Chapter 4. Framing mathematics support measures: goals, characteristics and frame conditions
Part 2: Research on university students' mathematical practices
Chapter 5. "It is easy to see" : tacit expectations in multivariable calculus
Chapter 6. University Students Development of (Non-) Mathematical Practices: A Theory and its Implementation in a Study of one Introductory Real Analysis Course
Chapter 7. A theoretical account of the mathematical practices students need in order to learn from lecture
Chapter 8. The choice of arguments: considering acceptance and epistemic value in the context of local order
Chapter 9. Supporting students in developing adequate definitions at university: The case of the convergence of sequences
Chapter 10. Proving and defining in mathematics - Two intertwined mathematical practices
Part 3: Research on teaching and curriculum design
Chapter 11. Developing mathematics teaching in university tutorials: an activity perspective
Chapter 12. Conceptualizations of the role of resources for supporting teaching by university instructors
Chapter 13. The rhetoric of the flow of proof Dissociation, presence and a shared basis of agreement
Chapter 14. Teaching Mathematics Education to Mathematics and Education
Chapter 15. Inquiry-Oriented Linear Algebra: Connecting Design-Based Research and Instructional Change Theory in Curriculum Design
Chapter 16. Profession-specific curriculum design research in mathematics teacher education: The case of abstract algebra
Chapter 17. Leveraging Collaboration, Coordination, and Curriculum Design to Transform Calculus Teaching and Learning
Part 4: Research on university students mathematical inquiry
Chapter 18. Real or fake inquiries? Study and research paths in statistics and engineering education
Chapter 19. Fostering inquiry and creatity in abstract algebra: the theory of banquets and its reflexive stance on the structuralist methodology
Chapter 20. Following in Cauchys footsteps: student inquiry in real analysis
Chapter 21. Examining the role of generic skills in inquiry-based mathematics education: the case of extreme apprenticeship
Chapter 22. On the levels and types of students inquiry: the case of calculus
Chapter 23. Students prove at the board in whole-class setting
Chapter 24. Preservice secondary school teachers revisiting real numbers: a striking instance of Kleins second discontinuity
Part 5: Research on mathematics for non-specialists
Chapter 25. Mathematics in the training of engineers: Contributions of the Anthropological Theory of the Didactic
Chapter 26. For an institutional epistemology
Chapter 27. Modeling and multiple representations: Bringing together math and engineering
Chapter 28. The interface between mathematics and engineering in basic engineering courses
Chapter 29. Modifying tasks in mathematics service courses for engineers based on subject-specific analyses of engineering mathematical practices. Chapter 30. Learning mathematics through working with engineering projects
Chapter 31. Challenges for research about mathematics for non-specialists
Chapter 32. Establishing a National Research Agenda in University Mathematics Education to Inform and Improve Teaching and Learning Mathematics as a Service Subject
Chapter 33. Tertiary mathematics through the eyes of non-specialists: engineering students experiences and perspectives.