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Paper presentations 
TWG 14 University Mathematics Education Hogan Mezzanine Details of subgroups TWG 14A and TWG 14B TWG leader: Alejandro GonzalezMartin (TWG 14A) and Irene Biza (TWG 14B)

TWG14.PA1 
Undergraduates' reasoning while solving integration tasks: discussion of a research framework Aaltje Berendina Aaten*^{1,2}, Johan Deprez^{2}, Gerrit Roorda^{1}, Martin Goedhart^{1} ^{ 1}University of Groningen, The Netherlands, ^{ 2}KU Leuven, Belgium 
TWG14.PA2 
Exploring the types of tools used by engineering undergraduates Marinos Anastasakis*, Carol Robinson, Stephen Lerman Loughborough University, UK 
TWG14.PA3 
An analysis of freshmen engineering students' notes during a preparatory mathematics course Chiara Andra Politecnico di Milano, Italy 
TWG14.PA4 
The transition from high school to university mathematics: a multidimensional process AmaliaChristina Bampili*^{1}, Theodossios Zachariades^{1}, Charalampos Sakonidis^{2} ^{ 1}National and Kapodistrian University of Athens, Greece, ^{ 2}Democritus University of Thrace, Greece 
TWG14.PA5 
“Points”, “slopes” and “derivatives”: Substantiations of narratives about tangent line in university mathematics students’ discourses Irene Biza University of East Anglia, UK 
TWG14.PA6 
Teaching didactics to lecturers: a challenging field Ignasi Florensa^{1}, Marianna Bosch*^{2}, Josep Gascón^{3}, Noemí RuizMunzón^{4} ^{ 1}Escola Universitaria Salesiana de Sarrià – Univ. Autònoma de Barcelona, Spain, ^{ 2}IQS School of Management, Univ. Ramon Llull, Spain, ^{ 3}Dep. Matemàtiques, Univ. Autònoma de Barcelona, Spain, ^{ 4}TecnoCampus MataróMaresme, Univ. Pompeu Fabra, Spain 
TWG14.PA7 
Secondary school teachers' choices concerning the transformation of knowledge in the didactical transposition of real numbers and continuum in the high school Laura Branchetti Politecnico di Milano, Italy 
TWG14.PA8 
Freshmen engineering students: are they all the same? Chiara Andra', Laura Branchetti, Domenico Brunetto* Politecnico di Milano, Italy 
TWG14.PA9 
The proof in formalism: Case of letters' logical status Faïza Chellougui Faculty of sciences of Bizerte, Tunisia 
TWG14.PA10 
Retention and access in online mathematics and science courses Claire Wladis^{1,2}, Katherine Conway*^{1}, Alyse Hachey^{1} ^{ 1}Borough of Manhattan Community College, City University of New York, USA, ^{ 2}The Graduate Center, City University of New York, USA 
TWG14.PA11 
A mathematics educator and a mathematician coteaching mathematics – affordances for teacher education Jason Cooper*^{1}, Orit Zaslavsky^{2} ^{ 1}Weizmann Institute of Science, Israel, ^{ 2}New York University, USA 
TWG14.PA12 
The organization of study in French business school preparatory classes Lynn Farah American University of Paris, France 
TWG14.PA13 
How mathematicians conjecture and prove: an approach from mathematics education Aurora FernándezLeón*, Rocío ToscanoBarragán, José María GavilánIzquierdo University of Seville, Spain 
TWG14.PA14 
Students' interpretation of the derivative in an economic context Frank Feudel University of Paderborn, Germany 
TWG14.PA15 
Exploring tensions in a mathematical course for engineers utilizing a flipped classroom approach Helge Fredriksen*^{1,2}, Said Hadjerrouit^{1}, John Monaghan^{1}, Ragnhild J. Rensaa^{2} ^{ 1}University of Agder, Norway, ^{ 2}UiT  The Arctic University of Norway, Norway 
TWG14.PA16 
A micromodel of didactical variables to explore the mathematical organization of complex numbers at upper secondary level Imène Ghedamsi IPEIT, Tunisia 
TWG14.PA17 
How are Calculus notions used in engineering? An example with integrals and bending moments Alejandro S. GonzálezMartín*, Gisela HernandesGomes Université de Montréal, Canada 
TWG14.PA18 
Students’ view of continuity – An empirical analysis of mental images and their usage Erik Hanke*, Ingolf Schäfer University of Bremen, Germany 
TWG14.PA19 
“Qualitative learning jumps” and “mathematical organizations” as analytical lenses for discussing transition issues Reinhard Hochmuth Leibniz University Hannover, Germany 
TWG14.PA20 
A digital tool for applying integrals in a kinematic simulation: A perspective on instrumental genesis, epistemic value and semiotic potential Ninni Marie Hogstad*^{1}, Ghislain Maurice Norbert Isabwe^{2}, Pauline Vos^{1} ^{ 1}University of Agder, Norway, ^{ 2}University of Agder, Norway 
TWG14.PA21 
Investigating the discursive shift in the learning of Group Theory: Analysis of some interdiscursive commognitive conflicts Marios Ioannou University of the West of England (Alexander College), Cyprus 
TWG14.PA22 
Theorising university mathematics teaching: The teaching triad within an activity theory perspective Barbara Jaworski*^{1}, Despina Potari^{2}, Georgia Petropoulou^{3} ^{ 1}Loughborough University, UK, ^{ 2}University of Athens, Greece, ^{ 3}University of Athens, Greece 
TWG14.PA23 
Praxeological analysis: the case of ideals in Ring Theory Praxeological analysis: the case of ideals in Ring Theory Julie Jovignot*^{1,2}, Thomas Hausberger^{2,3}, Viviane DurandGuerrier^{2,3} ^{ 1}Lycée Lamartine, France, ^{ 2}Institut Montpelliérain Alexander Grothendieck, France, ^{ 3}Université de Montpellier, France 
TWG14.PA24 
University students' understandings of concept relations and preferred representations of continuity and differentiability Kristina Juter Kristianstad University, Sweden 
TWG14.PA25 
Engineering mathematics between competence and calculation Birgit Griese^{1}, Michael Kallweit*^{2} ^{ 1}Paderborn University, Germany, ^{ 2}RuhrUniversität Bochum, Germany 
TWG14.PA26 
The association between engineering students’ selfreported mathematical identities and average grades in mathematics courses Eivind Kaspersen*^{1}, Birgit Pepin^{2}, Svein Arne Sikko^{1} ^{ 1}Norwegian University of Science and Technology, Norway, ^{ 2}Technische Universiteit Eindhoven, The Netherlands 
TWG14.PA27 
A praxeological approach to Klein’s plan B: crosscutting from Calculus to Fourier Analysis Margo Kondratieva*^{1}, Carl Winslow^{2} ^{ 1}Memorial University, Canada, ^{ 2}University of Copenhagen, Denmark 
TWG14.PA28 
When lecturers disagree on mathematics: The case of the root concept Igor' Kontorovich The University of Auckland, New Zealand 
TWG14.PA29 
The interface between mathematics and engineering  problem solving processes for an exercise on oscillating circuits using ordinary differential equations Jörg Kortemeyer*, Rolf Biehler University of Paderborn, Germany 
TWG14.PA30 
Obstacles to students' understanding of the limit concept Abraham Kumsa*, Kerstin Pettersson, Paul Andrews Stockholm University, Department of Mathematics and Science education, Sweden 
TWG14.PA31 
Selfefficacy of engineering students in the introductory phase of studies Ronja Kürten University of Münster, Germany 
TWG14.PA32 
Q² a game used in a task design of the double quantification Thomas Lecorre University GrenobleAlpes, France 
TWG14.PA33 
A framework for goal dimensions of mathematics learning support in universities Michael Liebendörfer*^{1}, Reinhard Hochmuth^{1}, Rolf Biehler^{2}, Niclas Schaper^{2}, Christiane Kuklinski^{1}, Sarah Khellaf^{1}, Christoph Colberg^{2}, Mirko Schürmann^{2}, Lukas Rothe^{1} ^{ 1}Universität Hannover, Germany, ^{ 2}Universität Paderborn, Germany 
TWG14.PA34 
A vector is a line segment?  Students' concept definitions of a vector during the transition from school to university Tobias Mai*, Frank Feudel, Rolf Biehler University of Paderborn, Germany 
TWG14.PA35 
What can calculus students like about and learn from a challenging problem they did not understand? Ofer Marmur*, Boris Koichu Technion  Israel Institute of Technology, Israel 
TWG14.PA36 
"What you see and don't see, shapes what you do and don't do": noticing in first year mathematics lectures Maria Meehan*^{1}, Ann O'Shea^{2}, Sinead Breen^{3} ^{ 1}University College Dublin, Ireland, ^{ 2}Maynooth University, Ireland, ^{ 3}Dublin City University, Ireland 
TWG14.PA37 
To be or not to be an inflection point Regina Ovodenko*^{1}, Pessia Tsamir^{2} ^{ 1}Center for Educational Technology, Israel, ^{ 2}TelAviv University, Israel 
TWG14.PA38 
How we can begin to overcome students’ difficulties in reading mathematical texts Anja Panse*, Zain Shaikh Universität Paderborn, Germany 
TWG14.PA39 
Math teaching as jazz improvisation: Exploring the ‘highly principled but not determinate’ instructional moves of an expert instructor Alon Pinto University of California, Berkeley, USA 
TWG14.PA40 
Identifying discussion patterns of teaching assistants in mathematical tutorials in Germany Juliane Püschl University of Paderborn, Germany 
TWG14.PA41 
French engineers' training and their mathematical needs in the workplace: interlinking tools and reasoning PierreVincent Quéré^{1,2} ^{ 1}Université de Bretagne Loire, France, ^{ 2}CREAD, France 
TWG14.PA42 
Approaches to learning of linear algebra among engineering students Ragnhild Johanne Rensaa UiT the Arctic University of Norway, Norway 
TWG14.PA43 
Access to conceptual understanding  summer courses for linear algebra and analysis after the first semester Kirsten Schmitz*, Ingolf Schäfer University of Bremen, Germany 
TWG14.PA44 
Navigating through the mathematical world: Uncovering a geometer’s thought processes through his handouts and teaching journals Sepideh Stewart*, Clarissa Thompson, Noel Brady university of Oklahoma, USA 
TWG14.PA45 
Discursive shifts from school to university mathematics and lecturer assessment practices: Commognitive conflicts regarding variables Athina Thoma*, Elena Nardi University of East Anglia, UK 
TWG14.PA46 
From ritual to exploration: the evolution of biology students' mathematical discourse through mathematical modelling activities Olov Viirman*^{1}, Elena Nardi^{2} ^{ 1}University of Agder, Norway, ^{ 2}University of East Anglia, UK 
TWG14.PA47 
Metarepresentational competence with linear algebra in quantum mechanics Megan Wawro*^{1}, Kevin Watson^{1}, Warren Christensen^{2} ^{ 1}Virginia Tech, USA, ^{ 2}North Dakota State University, USA 
