ABSTRACT
Most of the teaching of mathematics in higher education concerns students who are not specialising in mathematics. The challenges of defining, designing, motivating and assessing mathematics teaching and learning for such students is therefore an important field both at INDRUM and in similar venues. The authors outline recent research presented at INDRUM. They propose that interaction between different specialisms becomes increasingly important in this area, both to make sense of actually observed teaching and learning, and to devise new and more relevant and efficient didactical approaches, for instance to help students engage in autonomous mathematical modelling.
