Finally, studies challenge the perception that traditional tertiary calculus courses scaffold school teaching and underline the need for empirical research that would explain the nature of this scaffolding and how it can be realized in practice. In contrast, studies on calculus for NMPs report that such courses often promote filtering rather than scaffolding and question transferability and relevance of those courses for NMPs. With regard studies on calculus for mathematics students, recent studies attend to changes in the rules underpinning calculus notions and processes, and highlight the scaffolding potential of calculus courses towards abstraction and reasoning. We find nuanced yet substantial variation in how the dual role of calculus is experienced and managed across different groups of students and stakeholders. The review highlights an intrinsic tension between two institutional roles of calculus: scaffolding and filtering. In this paper, we review recent literature, mostly since 2015, to identify and characterize explicit references to such diverse roles of calculus courses. 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. We may collect or pseudonymize information (including demographic information) with partners as publishers, We Do not collect consciously or use information that may reasonably be used to identify children under 13 without the consent of parents or in accordance with applicable law. e., information provided by subscribing or subscribing to a service is kept up to date, complete, accurate, and truthful. You must ensure that your account information (i.
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