Victor Martinez-Luaces obtained his degrees in chemistry, chemical engineering, and mathematics from the University of the Republic (UdelaR), Uruguay, and a master and a PhD in mathematics education from the University of Granada (UGR), Spain. He was Head of the Mathematics Department (Chemistry Faculty, UdelaR), and he is a researcher of the ProfeSTEAM Project (UGR). His research specialization ranges within the fields of mathematics, chemistry, engineering, and education.

• Chapter 1. Unlocking Mathematical Thinking: Exploring Open Middle Problems with Business Management Students.- Chapter 2 Design of Tasks of the Partial Meanings of the Notion of Limit.- Chapter 3. Sustaining an Active Learning curriculum in first-semester calculus after an experimental trial.- Chapter 4. The Integral Trainer: An automated self-paced training module for practicing integration methods.- Chapter 5. Secondary-tertiary transition in calculus for pre-service mathematics teachers: reforming the training.- Chapter 6. Enhancing Variational Thinking in Calculus Education Through Technology-Mediated Tasks: A Design-Based Research Study in Uruguay.- Chapter 7. Collaborative workshops in a large first-year calculus course.- Chapter 8. The Size of Geometric Objects: A Differential Calculus.- Chapter 9. Barely Functional: students' misconceptions of function notation.- Chapter 10. Quantitative reasoning and the collapse metaphor: Should AUP meet.- Chapter 11. Exploring graduate teaching assistants' teaching practices in a purposefully designed active learning environment.- Chapter 12. Analysis of the Perception of Continuity in the Context of Dimension.- Chapter 13. Predicting the Difficulty of Integration Tasks in Calculus Textbooks via Mapping.- Chapter 14. Investigating student understanding of polynomial graph properties in derivative calculus: Teaching experiment approach.- Chapter 15. The derivative. Problem-solving and understanding. Mexican professor's case.- Chapter 16. Affective determinants of students' conceptual understanding of finding volume of solids of revolution in integral calculus.- Chapter 17. Understanding of LUB Property: A Conceptual Approach.- Chapter 18. Using Variation in Learning Convergence or Divergence of Infinite Series.- Chapter 19. Calculus, covariation, and concepts of time.- Chapter 20. Games For Learning Calculus: curves ahead! and assembly lines.-  Chapter 21. Rate of Change Involving Two Co-varying Quantities: High School Students’ Understanding and Misconceptions.- Chapter 22. Curtailments in the teaching of calculus: inhibitive versus catalytic.- Chapter 23. Inverse problems as a task enrichment strategy: an experience with prospective teachers in Spain.- Chapter 24. Transition from School mathematics to university Mathematics: the case of Pre-calculus Course.- Chapter 25. Teaching exponential function under the perspective of mental models.- Chapter 26. Teaching differential calculus to high school students using a game of tennis.- Chapter 27. What are the obstacles encountered by students in the mathematical modeling of a physical phenomenon?.

Victor Martinez-Luaces obtained his degrees in chemistry, chemical engineering, and mathematics from the University of the Republic (UdelaR), Uruguay, and a master and a PhD in mathematics education from the University of Granada (UGR), Spain. He was Head of the Mathematics Department (Chemistry Faculty, UdelaR), and he is a researcher of the ProfeSTEAM Project (UGR). His research specialization ranges within the fields of mathematics, chemistry, engineering, and education.

• Chapter 1. Unlocking Mathematical Thinking: Exploring Open Middle Problems with Business Management Students.- Chapter 2 Design of Tasks of the Partial Meanings of the Notion of Limit.- Chapter 3. Sustaining an Active Learning curriculum in first-semester calculus after an experimental trial.- Chapter 4. The Integral Trainer: An automated self-paced training module for practicing integration methods.- Chapter 5. Secondary-tertiary transition in calculus for pre-service mathematics teachers: reforming the training.- Chapter 6. Enhancing Variational Thinking in Calculus Education Through Technology-Mediated Tasks: A Design-Based Research Study in Uruguay.- Chapter 7. Collaborative workshops in a large first-year calculus course.- Chapter 8. The Size of Geometric Objects: A Differential Calculus.- Chapter 9. Barely Functional: students' misconceptions of function notation.- Chapter 10. Quantitative reasoning and the collapse metaphor: Should AUP meet.- Chapter 11. Exploring graduate teaching assistants' teaching practices in a purposefully designed active learning environment.- Chapter 12. Analysis of the Perception of Continuity in the Context of Dimension.- Chapter 13. Predicting the Difficulty of Integration Tasks in Calculus Textbooks via Mapping.- Chapter 14. Investigating student understanding of polynomial graph properties in derivative calculus: Teaching experiment approach.- Chapter 15. The derivative. Problem-solving and understanding. Mexican professor's case.- Chapter 16. Affective determinants of students' conceptual understanding of finding volume of solids of revolution in integral calculus.- Chapter 17. Understanding of LUB Property: A Conceptual Approach.- Chapter 18. Using Variation in Learning Convergence or Divergence of Infinite Series.- Chapter 19. Calculus, covariation, and concepts of time.- Chapter 20. Games For Learning Calculus: curves ahead! and assembly lines.-  Chapter 21. Rate of Change Involving Two Co-varying Quantities: High School Students’ Understanding and Misconceptions.- Chapter 22. Curtailments in the teaching of calculus: inhibitive versus catalytic.- Chapter 23. Inverse problems as a task enrichment strategy: an experience with prospective teachers in Spain.- Chapter 24. Transition from School mathematics to university Mathematics: the case of Pre-calculus Course.- Chapter 25. Teaching exponential function under the perspective of mental models.- Chapter 26. Teaching differential calculus to high school students using a game of tennis.- Chapter 27. What are the obstacles encountered by students in the mathematical modeling of a physical phenomenon?.

Victor Martinez-Luaces obtained his degrees in chemistry, chemical engineering, and mathematics from the University of the Republic (UdelaR), Uruguay, and a master and a PhD in mathematics education from the University of Granada (UGR), Spain. He was Head of the Mathematics Department (Chemistry Faculty, UdelaR), and he is a researcher of the ProfeSTEAM Project (UGR). His research specialization ranges within the fields of mathematics, chemistry, engineering, and education.

• Chapter 1. Unlocking Mathematical Thinking: Exploring Open Middle Problems with Business Management Students.- Chapter 2 Design of Tasks of the Partial Meanings of the Notion of Limit.- Chapter 3. Sustaining an Active Learning curriculum in first-semester calculus after an experimental trial.- Chapter 4. The Integral Trainer: An automated self-paced training module for practicing integration methods.- Chapter 5. Secondary-tertiary transition in calculus for pre-service mathematics teachers: reforming the training.- Chapter 6. Enhancing Variational Thinking in Calculus Education Through Technology-Mediated Tasks: A Design-Based Research Study in Uruguay.- Chapter 7. Collaborative workshops in a large first-year calculus course.- Chapter 8. The Size of Geometric Objects: A Differential Calculus.- Chapter 9. Barely Functional: students' misconceptions of function notation.- Chapter 10. Quantitative reasoning and the collapse metaphor: Should AUP meet.- Chapter 11. Exploring graduate teaching assistants' teaching practices in a purposefully designed active learning environment.- Chapter 12. Analysis of the Perception of Continuity in the Context of Dimension.- Chapter 13. Predicting the Difficulty of Integration Tasks in Calculus Textbooks via Mapping.- Chapter 14. Investigating student understanding of polynomial graph properties in derivative calculus: Teaching experiment approach.- Chapter 15. The derivative. Problem-solving and understanding. Mexican professor's case.- Chapter 16. Affective determinants of students' conceptual understanding of finding volume of solids of revolution in integral calculus.- Chapter 17. Understanding of LUB Property: A Conceptual Approach.- Chapter 18. Using Variation in Learning Convergence or Divergence of Infinite Series.- Chapter 19. Calculus, covariation, and concepts of time.- Chapter 20. Games For Learning Calculus: curves ahead! and assembly lines.-  Chapter 21. Rate of Change Involving Two Co-varying Quantities: High School Students’ Understanding and Misconceptions.- Chapter 22. Curtailments in the teaching of calculus: inhibitive versus catalytic.- Chapter 23. Inverse problems as a task enrichment strategy: an experience with prospective teachers in Spain.- Chapter 24. Transition from School mathematics to university Mathematics: the case of Pre-calculus Course.- Chapter 25. Teaching exponential function under the perspective of mental models.- Chapter 26. Teaching differential calculus to high school students using a game of tennis.- Chapter 27. What are the obstacles encountered by students in the mathematical modeling of a physical phenomenon?.