ABSTRACT
This chapter shows the variety and depth of research conducted recently, as reflected in the International Network for Didactic Research in University Mathematics meetings in 2016 and 2018. The importance of Analysis and the nuances involved in its teaching and learning continue to be a fruitful topic of interest for the mathematics education community at the university level. Consequently, undergraduate students may continue to employ methods and conceptions used in secondary school and this may hinder their transition to mathematics at university. The chapter discusses research studies that address students’ needs when taking a multivariable Calculus course. M. Kondratieva and C. Winslow call for more research on how mathematics programs are designed and on identifying connections between different elements of these programs. Few studies in the literature deal with students’ difficulties and understanding of the integral in multivariable Calculus. For example, after the intervention university students were able to better manipulate quantified statements and their negation.
