ABSTRACT
Calculus and Analysis task design remains an important issue for university mathematics education, both for mathematics majors and mathematics non-major students, and for pre-service mathematics teachers. Vandebrouk, Hanke and Martinez-Planell present the various theoretical perspectives underpinning the different studies on task design presented at INDRUM 2016 and 2018, either with this topic as a research component or suggesting this topic. The authors emphasise that many of these studies consider the issue of the formalisation of basic notions, such as real numbers, supremum, convergence of sequences, or continuity. The authors call for further exploration, documentation and discussion within the community on issues like assessment and incorporation of technologies.
