The past decade has seen increased research on post-calculus university-level mathematics courses, such as linear algebra, differential equations, analysis, and abstract algebra. Rasmussen and Wawro critically review the research on these topics as well as the emerging literature on post-calculus teaching. Using the lens of Pasteur’s quandrant, they focus on basic research that advances our theoretical understanding of post-calculus learning and teaching while also addressing the problem of improving undergraduate STEM education.

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