![]() ![]() ![]() Recent publications and special issues dedicated to calculus highlight the diverse roles of calculus courses in the pathways for STEM studies within and across educational levels, as well as issues related to the academic preparation of future STEM professionals, including mathematicians, non-mathematics professionals (NMPs) and teachers. One recent evolution is certainly the development of studies more focused on university teacher practices as shown for instance by DEMIPS.Ĭalculus courses have been attracting the attention of mathematics education researchers over the last decades. This theoretical background influenced the problématiques and methodologies of UME research in France, as attested, for instance, by the importance given to design research through didactic engineering (Artigue et al., 2007), or the pioneering studies approaching the secondary/tertiary transition from an institutional perspective beyond the cognitive perspectives predominant at the time (Gueudet, 2008). From the outset, UME research in France relied on theoretical constructs developed by French mathematics education researchers, first the theory of didactic situations (Brousseau, 1997) often combined with the tool/object dialectics and the idea of games between mathematics settings (Douady, 1986), the concept of didactical transposition, and from the nineties onwards the Anthropological Theory of the Didactic (ATD) (Chevallard, 1999(Chevallard,, 2019.
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