## Chris Rasmussen## EducationPh.D., University of Maryland 1997 Mathematics Education ## Research InterestsChris Rasmussen is Professor of mathematics education and Associate Chair in the Department
of Mathematics and Statistics at San Diego State University. He is a founding Editor
of the
## Publications
Martinez, A., Gerhtz, J., Rasmussen, C., LaTona-Tequida, T. & Vroom, K. (2021). Course
coordinator orientations toward their work and opportunities for professional development.
Williams, M., Apkarian, N., Uhing, K., Martinez, A., Rasmussen, C., & Smith, W. (2021).
In the driver’s seat: Course coordinators as change agents for active learning in
university Precalculus to Calculus 2. Marcroft, T., Rasmussen, C., & Kelly, S. (in press). Computing in bioinformatics and
engaged student learning: Student perspectives on anticipatory activities and innovative
apps. Voigt, M., Rasmussen, C., & Martinez, A. (2021). The refiguring of students’ mathematical
identities: A mixed methods study of three tailored calculus courses. Nemirovsky, R., Ferrari, G., Rasmussen, C., & Voigt, M. (2020). Conversations with
materials and diagrams about some of the intricacies of oscillatory motion. Apkarian, N., & Rasmussen, C. (2020). Instructional leadership structure: Five university
mathematics departments. Rasmussen, C., Apkarian, N., Tabach, M., & Dreyfus, T. (2020). Ways in which engaging
with someone else’s reasoning is productive for one’s own reasoning. Voigt, M., Apkarian, N., & Rasmussen, C. (2020). Undergraduate course variations in
Precalculus through Calculus 2. Rasmussen, C., & Keene, K. (2019). Knowing solutions to differential equations with
rate of change as a function: Waypoints in the journey. Apkarian, N., Tabach, M., Dreyfus, T., & Rasmussen, C. (2019). The Sierpinski smoothie:
Blending area and perimeter. Laursen, S., & Rasmussen, C. (2019). I on the prize: Inquiry approaches in undergraduate
mathematics education. Rasmussen, C., Apkarian, N., Ellis, H., Johnson, E., Larsen, S., Bressoud, D., & the
Progress through Calculus team (2019). Characteristics of Precalculus through Calculus
2 programs: Insights from a national census survey. Rasmussen, C., Dunmyre, J., Fortune, N., & Keene, K. (2019). Modeling as a means to
develop new ideas: The case of reinventing a bifurcation diagram. Reinholz, D., Slominski, T., French, T., Pazicini, S., Rasmussen, C., & McCoy, B.
(2018). Good problems within and across disciplines. Apkarian, N., Bowers, J., O’Sullivan, M., & Rasmussen, C. (2018). A case study of
change in the teaching and learning of Precalculus to Calculus 2: What we’re doing
with what we have. Zandieh, M., Ellis, J., & Rasmussen, C. (2017). A characterization of a unified notion
of mathematical function: The case of high school function and linear transformation.
Zandieh, M., Wawro, M., & Rasmussen, C. (2017). Inquiry as participating in the mathematical
practice of symbolizing: An example from linear algebra. Ellis, J., Fosdick, B. K., Rasmussen, C. (2016). Women 1.5 times more likely to leave
STEM pipeline after calculus compared to men: Lack of mathematical confidence a potential
culprit. Johnson, E., Ellis, J., & Rasmussen, C. (2016). It’s about time: The relationships
between coverage and instructional practices in college calculus. Ellis, J., Hanson, K., Nuñez, G., & Rasmussen, C. (2015). Beyond plug and chug: An
analysis of Calculus I homework. Rasmussen, C., & Keene, K. (2015). Software tools that do more with less. Hawthorne, C. & Rasmussen, C. (2015). A framework for characterizing students' thinking
about logical statements and truth tables. Bagley, S., Rasmussen, C., & Zandieh, M. (2015). Inverse, composition, and identity:
The case of function and linear transformation. Rasmussen, C., Wawro, M., & Zandieh, M. (2015). Examining individual and collective
level mathematical progress. Bressoud, D., & Rasmussen, C. (2015). Seven characteristics of successful calculus
programs. Selinski, N., Rasmussen, C., Wawro, M., & Zandieh, M. (2014). A method for using adjacency
matrices to analyze the connections students make within and between concepts: The
case of linear algebra. Leung, K., Rasmussen, C., Shen, S., & Zazkis, D. (2014). Calculus from a statistics
perspective. Rasmussen, C., Marrongelle, K., & Borba, M. (2014). Research on calculus: What do
we know and where do we need to go? ZDM – Ellis, J., Kelton, M., & Rasmussen, C. (2014). Student perceptions of pedagogy and
persistence in calculus. Hershkowitz, R., Tabach, M., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts
in a probability class: A case study. Tabach, M., Hershkowitz, R., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts
in the classroom – A case study. Zazkis, D., Rasmussen, C., & Shen, S. (2014). A mean-ingful approach for teaching
the concept of integration. Bressoud, D., Carlson, M., Mesa, V., & Rasmussen, C. (2013). The calculus student:
Insights from the Mathematical Association of America national study. Becker, N., Rasmussen, C., Sweeney, G., Wawro, M., Towns, M., & Cole, R. (2013). Reasoning
using particulate nature of matter: An example of a sociochemical norm in a university-level
physical chemistry class. Keene, K., Rasmussen, C., & Stephan, M. (2012). Gestures and a chain of signification:
The case of equilibrium solutions. Wawro, M., Rasmussen, C., Zandieh, M., Larson, C., & Sweeney, G. (2012). An inquiry-oriented
approach to span and linear independence: The case of the magic carpet ride sequence.
Heck, D., Tarr, J., Hollebrands, K., Walker, E., Berry, R., Baltzley, P., Rasmussen,
C., King, K. (2012). Reporting research for practitioners: Proposed guidelines. Cole, R., Becker, N., Towns, M., Sweeney, G., Wawro, M., & Rasmussen, C. (2012). Adapting
a Methodology from Mathematics Education Research to Chemistry Education Research:
Documenting Collective Activity. Nemirovsky, R., Rasmussen, C., Sweeney, G., & Wawro, M. (2011). When the classroom
floor becomes the complex plane: Addition and multiplication as ways of bodily navigation.
Rasmussen, C., Heck, D., Tarr, J., Knuth, E., White, D., Lambdin, D., Baltzley, P.,
Quander, J., & Barnes, D. (2011). Trends and issues in high school mathematics: Research
insights and needs. Rasmussen, C., & Keene, K. (2010). Inquiry-oriented instruction in post-secondary
mathematics, Zandieh, M., & Rasmussen, C. (2010). Defining as a mathematical activity: A framework
for characterizing progress from informal to more formal ways of reasoning. Rasmussen, C. (2008). Multipurpose professional growth sequence: The catwalk task
as a paradigmatic example. Kwon, O. N., Ju, M. K., Rasmussen, C., Marrongelle, K., Park, J. H., Cho, K. Y., &
Park, J. S. (2008). Utilization of revoicing based on learners’ thinking in an inquiry-oriented
differential equations class. Rasmussen, C., & Blumenfeld, H. (2007). Reinventing solutions to systems of linear
differential equations: A case of emergent models involving analytic expressions.
Rasmussen, C., & Kwon, O. (2007). An inquiry oriented approach to undergraduate mathematics.
Rasmussen, C., & Marrongelle, K. (2006). Pedagogical content tools: Integrating student
reasoning and mathematics into instruction. Rasmussen, C., Kwon, O., Allen, K., Marrongelle, K., & Burtch, M. (2006). Capitalizing
on advances in mathematics and K-12 mathematics education in undergraduate mathematics:
An inquiry-oriented approach to differential equations. Kwon, O. N., Rasmussen, C., & Allen, K. (2005). Students’ retention of knowledge and
skills in differential equations. Rasmussen, C., Zandieh, M., King, K., & Teppo, A. (2005). Advancing mathematical activity:
A view of advanced mathematical thinking. Rasmussen, C., Nemirovsky, R., Olszewski, J., Dost, K., & Johnson, J. (2004). On forms
of knowing: The role of bodily activity and tools in mathematical learning. Rasmussen, C., Stephan, M., & Allen, K. (2004). Classroom mathematical practices and
gesturing. Rasmussen, C., & Keynes, M. (2003). Lines of eigenvectors and solutions to systems
of linear differential equations. Yackel, E., Stephan, M., Rasmussen, C., & Underwood, D. (2003). Didactising: Continuing
the work of Leen Streefland. Stephan, M., & Rasmussen, C. (2002). Classroom mathematical practices in differential
equations. Rasmussen, C. (2001). New directions in differential equations: A framework for interpreting
students’ understandings and difficulties. Yackel, E., Rasmussen, C., & King, K. (2000). Social and sociomathematical norms in
an advanced undergraduate mathematics course Rasmussen, C., & King, K. (2000). Locating starting points in differential equations:
A realistic mathematics approach Huntley, M., Rasmussen, C., Villarubi, R., Sangtong, J., & Fey, J. (2000). Effects
of standards-based mathematics education: A study of the Core-Plus Mathematics Project
algebra/functions strand.
Henderson, C., Rasmussen, C., Knaub, A., Apkarian, N., Quardokus Fisher, K., & Daly, A. (Eds.) (2018). Researching and enacting change in postsecondary education: Leveraging instructors’ social networks. New York, NY: Routledge. Biza, I., Giraldo, V., Hochmuth, R., Khakbaz, A., & Rasmussen, C. (2016). Research
on teaching and learning mathematics at the tertiary level: State-of-the-art and looking
ahead. In Bressoud, D., Mesa, V., & Rasmussen, C. (Eds.) (2015). Carlson, M., & Rasmussen, C. (Eds.) (2008).
Bussey, T. J., Lo, S. M., & Rasmussen, C. (in press). Theoretical frameworks for STEM
education research. In C. C. Johnson, M. Mohr-Schroeder, T. Moore, & L. English (Eds.)
Nardi, E., & Rasmussen, C. (2019). Teaching practices at university level. In S. Lerman
(Ed.) Winsløw, C., & Rasmussen, C. (2018). University mathematics education. In S. Lerman
(Ed.) Knaub, A., Henderson, C., Rasmussen, C., & Lo, S. (2018). Four perspectives for interpreting
social networks. In C. Henderson, C. Rasmussen, A. Knaub, N. Apkarian, K. Quardokus
Fisher, & A. Daly, A. (Eds.) (2018). Rasmussen, C., & Apkarian, N. (2018). Coda. In C. Henderson, C. Rasmussen, A. Knaub,
N. Apkarian, K. Quardokus Fisher, & A. Daly, A. (Eds.) (2018). Rasmussen, C., & Wawro, M. (2017). Post-calculus research in undergraduate mathematics
education. In J. Cai (Ed.), Rasmussen, C., & Ellis, J. (2015). Calculus coordination at PhD-granting universities:
More than just using the same syllabus, textbook, and final exam. In D. Bressoud,
V. Mesa, & C. Rasmussen (Eds.). Sweeney, G., & Rasmussen, C. (2014). Re-conceiving Modeling: An Embodied Cognition
View of Modeling. In L. Edwards, F. Ferrara, & D. Moore-Russo (Eds.), Wawro, M., Rasmussen, C., Zandieh, M., & Larson, C. (2013). Design research within
undergraduate mathematics education: An example from introductory linear algebra.
In T. Plomp, & N. Nieveen (Eds.), Keene, K., & Rasmussen, C. (2013). Sometimes less is more: Examples of student-centered
technology as boundary objects in differential equations. In S. Habre (Ed.), Rasmussen, C., Zandieh, M., & Wawro, M. (2009). How do you know which way the arrows
go? The emergence and brokering of a classroom mathematics practice. In W.-M. Roth
(Ed.), Larson, C., Harel, G., Oehrtman, M., Zandieh, M., Rasmussen, C., Speiser, R., & Walter.,
C. (2009). Modeling Perspectives in Math Education Research. In R. Lesh, P.L. Galbraith,
C.R. Haines & A. Hurford (Eds.), Rasmussen, C., & Ruan, W. (2008). Using theorems-as-tools: A case study of the uniqueness
theorem in differential equations. In M. Carlson, & C. Rasmussen (Eds.), Marrongelle, K., & Rasmussen, C. (2008). Meeting new teaching challenges: Teaching
strategies that mediate between all lecture and all student discovery. In M. Carlson,
& C. Rasmussen (Eds.), Rasmussen, C., & Stephan, M. (2008). A methodology for documenting collective activity.
In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.). Rasmussen, C., Yackel, E., & King, K. (2003). Social and sociomathematical norms in
the mathematics classroom. In H. Schoen & R. Charles (Eds.), Yackel, E., & Rasmussen, C. (2002). Beliefs and norms in the mathematics classroom.
In G. Leder, E. Pehkonen, & G. Toerner (Eds.), Huntley, M., & Rasmussen, C. (2002). Effects of standards-based mathematics education:
A study of the Core-Plus Mathematics algebra and functions strand. In J. Sowder &
B. Schappelle (Eds.), |
Center for Research in Mathematics & Science Education |