Welcome!
How do biologists, chemists, economists, engineers, computer scientists, physicists, and other STEM professionals understand and use Calculus and Analysis concepts in their disciplines? What does this imply for teaching and learning Calculus and Analysis oriented to scaffold students’ learning in these disciplines, with particular attention to modelling, proof and AI integration? How do these concepts relate to broader mathematical knowledge that supports disciplinary thinking and practice?
In what ways might ideas within Calculus or its foundations form part of the culture of thought in biology, chemistry, computer science, economics, engineering and physics, and other STEM disciplines? How might ideas in Calculus be important in these disciplines and their practices, with particular attention to modelling, argumentation and proof? Are there connections and parallels in how experts in these disciplines think about modelling processes and proof involving Calculus and Analysis concepts? What is the role of technologies and simulations in these processes, including AI?
How can research on the teaching and learning of Calculus and Analysis benefit from a better understanding of disciplinary practices? How can insights into disciplinary uses of Calculus and Analysis help bridge disciplinary practices and the teaching and learning of Calculus and Analysis? What mathematical knowledge and types of reasoning or proof should be emphasized in Calculus and Analysis courses for students from different disciplines? How do students develop meaningful connections between formal mathematical concepts and their disciplinary applications? What learning and teaching approaches support students' understanding of fundamental concepts, modelling processes, and proof across disciplinary contexts? How can disciplines such as biology, chemistry, computer science, economics, engineering, physics, and other STEM disciplines inform the teaching and learning of Calculus and Analysis by providing meaningful contexts in which Calculus concepts emerge as useful tools? How can applications and modelling in biology, chemistry, computer science, economics, engineering, physics, and other STEM disciplines help students develop meaningful understandings of Calculus and Analysis concepts?
In many disciplinary contexts, Calculus forms part of a broader mathematical ecosystem, in which it may coexist with or be complemented by other mathematical areas such as linear algebra, probability, discrete mathematics, or optimization. These mathematical domains underpin the formulation, analysis, and solution of disciplinary problems, sometimes through their combination—for example, the interplay of Calculus and linear algebra in the study of dynamical systems or computational methods—and sometimes in their own right. How should research account for these broader mathematical practices—and their implications for disciplinary thinking and learning—when investigating the teaching and learning of Calculus across disciplines?
The Learning and Teaching of Calculus Across Disciplines 3 (CALC 3DISC) conference builds on the Calculus in Upper Secondary and Beginning University Mathematics conference held in Kristiansand (Norway) in August 2019 matriccalcconf1. Following this event, the conference series evolved towards a broader focus on the learning and teaching of calculus across disciplines, leading to the first two Learning and Teaching of Calculus Across Disciplines conferences held in Bergen (Norway) in June 2023 matriccalcconf2 and Milan (Italy) in June 2025 matriccalcconf3. Continuing this trajectory, CALC 3DISC seeks to explore these issues by bringing together specialists in mathematics and in other disciplines, as well as researchers in their respective didactics.
CALC 3DISC Scientific Committee
Nicolas Descamp, Université Paris Cité, France, nicolas.decamp@u-paris.fr
Frank Feudel, Humboldt-Universität zu Berlin, Germany, feudel@hu-berlin.de
Ghislaine Gueudet, Université Paris-Saclay, France, ghislaine.gueudet@universite-paris-saclay.fr
Alejandro S. González-Martín, University of Montreal, Canada, a.gonzalez-martin@umontreal.ca
Thomas Lecorre, CY Cergy Paris Université, France, thomas.lecorre@cyu.fr
CALC 3DISC Local Organizing Committee
Stéphanie Bridoux, University of Mons, Belgium, Stephanie.BRIDOUX@umons.ac.be
Imène Ghedamsi, University of Tunis, Tunisia, ighedamsi@yahoo.fr
Thomas Lecorre, CY Cergy Paris Université, France, thomas.lecorre@cyu.fr (Chair of the LOC)
Clément Maisch, CY Cergy Paris Université, France, clement.maisch@cyu.fr
Fabrice Vandebrouck, Université Paris Cité, France, vandebro@u-paris.fr
Timeline
1 September 2026: Opening of the registration
15 September 2026: Opening of the submission of papers and poster proposals
10 December 2026: Deadline for submission of papers and poster proposals
20 January 2027: Deadline for reviewers to submit their reviews
15 February 2027: Decisions about paper or poster proposal acceptance
20 March 2027: Deadline for revisions of papers and poster proposals
16 May 2027: Deadline for registration and payment
15 May 2027: Third announcement with conference programme and pre-proceedings available on the conference website
21–25 June 2027: Conference in Paris (France)
