Research in tertiary mathematics education is a fast growing fi eld as evidenced by the success of the Topic Study Group on Mathematics Education at Tertiary Level in the International Congress on Mathematical Education (ICME); the continued success of the Research in Undergraduate Mathematics Education conference in the United States (RUME), now at its 19th annual conference; the university mathematics research contribution to the Espace Math é matique Francophone (EMF) since 2006; and since 2011 the working group on University Mathematics Education in the Congress of European Research in Mathematics Education (CERME) conference. In 2015 the Australian Mathematical Society established a Special Interest Group in Mathematics Education, which has among its goals the promotion of inquiry and discussion about tertiary mathematics education. Additionally, the fi rst conference of the International Network for Didactic Research in University Mathematics (INDRUM) launched in Montpellier, France in March 2016. Furthermore, in 2015 the new International Journal of Research in Undergraduate Mathematics Education published its fi rst issue and as we write these lines the following three handbook chapters will appear: Post-calculus research in undergraduate mathematics education (Rasmussen and Wawro in press), Understanding the concepts of calculus: Frameworks and roadmaps emerging from educational research (Larsen et al. in press) and Tertiary mathe- matics education research in Australasia (Coupland et al. 2016, in press). The literature review we offer here contributes to the three aforementioned handbook chapters with additional literature, mainly from research outcomes published since 2014. Moreover, to not repeat and to emphasize the most recent advances not captured in the handbook chapters we include results disseminated in conferences since 2014 as indicators of the current trends of the fi eld. We were judicious in our choices of which conference papers to include, using
