Chris RasmussenEducationPh.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 International Journal of Research in Undergraduate Mathematics Education and served on the National Academies Roundtable on Systemic Change in Undergraduate STEM Education from 2017-2022. His research investigates inquiry-oriented approaches to the learning and teaching of undergraduate mathematics. His research program also seeks to better understand departmental practices to improve student success in the introductory mathematics courses required of all STEM majors and the process of departmental and institutional change to improve these courses. Inquiry-Oriented Differential Equations Inquiry-Oriented Linear Algebra PublicationsRefereed Journal Publications Rasmussen, C. & Johnson, E. (in press). When small changes lead to big impact: Hysteresis in mathematics teaching. Notices of the American Mathematical Society. Dreyfus, T., Tabach, M., Apkarian, N., & Rasmussen, C. (2023). Collective and individual mathematical progress: Layering explanations in the case of Sierpinski triangle. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-022-00211-x Apkarian, N., Habre, S., LaTona-Tequida, T., & Rasmussen, C. (2023). Prospective secondary teachers’ emergent knowledge and beliefs: Inquiry-oriented differential equations contributing to teacher preparation. ZDM Mathematics Education, 55, 823-835. https://doi.org/10.1007/s11858-023-01469-4 Marcroft, T. A., Rasmussen, C., & Kelley, S. T. (2022). Computing in bioinformatics and engaged student learning. Journal of College Science Teaching, 52(2), 80-87. Conner, A., Tabach, M., & Rasmussen, C. (2022). Collectively engaging with others’ reasoning: Building intuition through argumentation in the face of bafflement. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-022-00168-x Martinez, A., Gerhtz, J., Rasmussen, C., LaTona-Tequida, T. & Vroom, K. (2022). Course coordinator orientations toward their work and opportunities for professional development. Innovative Higher Education, 47(2), 327-346. https://doi.org/10.1007/s10755-021-09579-1 Williams, M., Apkarian, N., Uhing, K., Martinez, A., Rasmussen, C., & Smith, W. (2022). In the driver’s seat: Course coordinators as change agents for active learning in university Precalculus to Calculus 2. International Journal of Research in Undergraduate Mathematics Education, 8, 121-148. https://doi.org/10.1007/s40753-021-00153-w Voigt, M., Rasmussen, C., & Martinez, A. E. (2022). The refiguring of students’ mathematical identities: A mixed methods study of three tailored calculus courses. International Journal of Mathematical Education in Science and Technology, 53(12), 3286-3306. DOI:10.1080/0020739X.2021.1940331. Nemirovsky, R., Ferrari, G., Rasmussen, C., & Voigt, M. (2020). Conversations with materials and diagrams about some of the intricacies of oscillatory motion. Digital Experiences in Mathematics Education, 7(1), 167-191.' Apkarian, N., & Rasmussen, C. (2020). Instructional leadership structure: Five university
mathematics departments. Higher Education, 81 (4), 865-887. https://doi.org/10.1007/s10734-020-00583-6. 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. Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2019.100742 Voigt, M., Apkarian, N., & Rasmussen, C. (2020). Undergraduate course variations in Precalculus through Calculus 2. International Journal of Mathematical Education in Science and Technology, 51(6), 858-875. https://doi.org/10.1080/0020739X.2019.1636148 Rasmussen, C., & Keene, K. (2019). Knowing solutions to differential equations with rate of change as a function: Waypoints in the journey. Journal of Mathematical Behavior, 56, 1-17. Apkarian, N., Tabach, M., Dreyfus, T., & Rasmussen, C. (2019). The Sierpinski smoothie: Blending area and perimeter. Educational Studies in Mathematics, 1, 19-34. Laursen, S., & Rasmussen, C. (2019). I on the prize: Inquiry approaches in undergraduate mathematics education. International Journal of Research in Undergraduate Mathematics Education, 5(1), 129-149. 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. Journal for Research in Mathematics Education 50(1), 24-37. Rasmussen, C., Dunmyre, J., Fortune, N., & Keene, K. (2019). Modeling as a means to develop new ideas: The case of reinventing a bifurcation diagram. PRIMUS, 29(6), 509-526. Reinholz, D., Slominski, T., French, T., Pazicini, S., Rasmussen, C., & McCoy, B. (2018). Good problems within and across disciplines. Journal of Research in STEM Education, 4(1), 37-53. 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. PRIMUS, 28 (6), 528-549. 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. Educational Studies in Mathematics, 95(1), 21-38. Zandieh, M., Wawro, M., & Rasmussen, C. (2017). Inquiry as participating in the mathematical practice of symbolizing: An example from linear algebra. PRIMUS, 27(1), 96-124. 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. PLoS ONE 11(7): e0157447. doi:10.1371/journal.pone.0157447 Johnson, E., Ellis, J., & Rasmussen, C. (2016). It’s about time: The relationships between coverage and instructional practices in college calculus. International Journal of Mathematical Education in Science and Technology, 47(4), 491-504. Ellis, J., Hanson, K., Nuñez, G., & Rasmussen, C. (2015). Beyond plug and chug: An analysis of Calculus I homework. International Journal of Research in Undergraduate Mathematics Education, 1(2), 268-287. Rasmussen, C., & Keene, K. (2015). Software tools that do more with less. Mathematics TODAY, 51(6), 282-285. Hawthorne, C. & Rasmussen, C. (2015). A framework for characterizing students' thinking about logical statements and truth tables. International Journal of Mathematical Education in Science and Technology, 46(3), 337-353. Bagley, S., Rasmussen, C., & Zandieh, M. (2015). Inverse, composition, and identity: The case of function and linear transformation. Journal of Mathematical Behavior, 37, 36-47. Rasmussen, C., Wawro, M., & Zandieh, M. (2015). Examining individual and collective level mathematical progress. Educational Studies in Mathematics, 88(2), 259-281. DOI 10.1007/s10649-014-9583-x Bressoud, D., & Rasmussen, C. (2015). Seven characteristics of successful calculus programs. Notices of the American Mathematical Society, 62(2), 144-146. 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. Journal for Research in Mathematics Education 45(5), 550-583. Leung, K., Rasmussen, C., Shen, S., & Zazkis, D. (2014). Calculus from a statistics perspective. College Mathematics Journal, 45(5), 377-386. Rasmussen, C., Marrongelle, K., & Borba, M. (2014). Research on calculus: What do we know and where do we need to go? ZDM – The International Journal on Mathematics Education, 46(4), 507-515. DOI: 10.1007/s11858-014-0615-x Ellis, J., Kelton, M., & Rasmussen, C. (2014). Student perceptions of pedagogy and persistence in calculus. ZDM – The International Journal on Mathematics Education. DOI: 10.1007/s11858-014-0577. Hershkowitz, R., Tabach, M., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts in a probability class: A case study. DM – The International Journal on Mathematics Education. DOI: 10.1007/s11858-014-0576-0. Tabach, M., Hershkowitz, R., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts in the classroom – A case study. Journal of Mathematics Behavior, 33, 192-208. DOI: 10.1016/j.jmathb.2013.12.001 Zazkis, D., Rasmussen, C., & Shen, S. (2014). A mean-ingful approach for teaching the concept of integration. PRIMUS: Problems, Resources, and Issues un Undergraduate Mathematics Education, 24(2), 116-137. DOI: 10.1080/10511970.2013.843623 Bressoud, D., Carlson, M., Mesa, V., & Rasmussen, C. (2013). The calculus student: Insights from the Mathematical Association of America national study. International Journal of Mathematical Education in Science and Technology, DOI:10.1080/0020739X.2013.798874. 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. Chemistry Education Research and Practice, 14, 81-94. Keene, K., Rasmussen, C., & Stephan, M. (2012). Gestures and a chain of signification: The case of equilibrium solutions. Mathematics Education Research Journal, 24, 347-369. 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. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 22(8), 577-599. DOI: 10.1080/10511970.2012.667516 Heck, D., Tarr, J., Hollebrands, K., Walker, E., Berry, R., Baltzley, P., Rasmussen, C., King, K. (2012). Reporting research for practitioners: Proposed guidelines. Journal for Research in Mathematics Education, X,126-147. 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. International Journal of Science and Mathematics Education, 10, 193-211. 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. Journal of the Learning Sciences. 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. Journal for Research in Mathematics Education, 42, 204-219. Rasmussen, C., & Keene, K. (2010). Inquiry-oriented instruction in post-secondary mathematics, Newsletter of the Korean Mathematical Society, 129, 23-27. Zandieh, M., & Rasmussen, C. (2010). Defining as a mathematical activity: A framework for characterizing progress from informal to more formal ways of reasoning. Journal of Mathematical Behavior, 29, 57-75. Rasmussen, C. (2008). Multipurpose professional growth sequence: The catwalk task as a paradigmatic example. Journal of Mathematical Behavior, 27, 246-249. 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. The SNU Journal of Education Research, 17, 111-134. Rasmussen, C., & Blumenfeld, H. (2007). Reinventing solutions to systems of linear differential equations: A case of emergent models involving analytic expressions. Journal of Mathematical Behavior, 26, 195-210. Rasmussen, C., & Kwon, O. (2007). An inquiry oriented approach to undergraduate mathematics. Journal of Mathematical Behavior, 26, 189-194. Rasmussen, C., & Marrongelle, K. (2006). Pedagogical content tools: Integrating student reasoning and mathematics into instruction. Journal for Research in Mathematics Education, 37, 388-420. 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. Asia Pacific Education Review, 7, 85-93. Kwon, O. N., Rasmussen, C., & Allen, K. (2005). Students’ retention of knowledge and skills in differential equations. School Science and Mathematics, 105(5), 227-239. Rasmussen, C., Zandieh, M., King, K., & Teppo, A. (2005). Advancing mathematical activity: A view of advanced mathematical thinking. Mathematical Thinking and Learning, 7, 51-73. 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. Educational Studies in Mathematics, 57,CD-Rom. Rasmussen, C., Stephan, M., & Allen, K. (2004). Classroom mathematical practices and gesturing. Journal of Mathematical Behavior, 23, 301-323. Rasmussen, C., & Keynes, M. (2003). Lines of eigenvectors and solutions to systems of linear differential equations. PRIMUS, Volume XIII(4), 308-320. Yackel, E., Stephan, M., Rasmussen, C., & Underwood, D. (2003). Didactising: Continuing the work of Leen Streefland. Educational Studies in Mathematics, 54, 101-126. Stephan, M., & Rasmussen, C. (2002). Classroom mathematical practices in differential equations. Journal of Mathematical Behavior, 21, 459-490. Rasmussen, C. (2001). New directions in differential equations: A framework for interpreting students’ understandings and difficulties. Journal of Mathematical Behavior, 20, 55-87. Yackel, E., Rasmussen, C., & King, K. (2000). Social and sociomathematical norms in an advanced undergraduate mathematics course. Journal of Mathematical Behavior, 19, 275-287. Rasmussen, C., & King, K. (2000). Locating starting points in differential equations: A realistic mathematics approach. International Journal of Mathematical Education in Science and Technology, 31, 161-172. 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. Journal for Research in Mathematics Education, 31, 328-361. Edited Books Johnson, E., Apkarian, N., Vroom, K., Martinez, A., Rasmussen, C., & Bressoud, D. (Eds). (2022). Addressing Challenges to the Precalculus to Calculus II Sequence through Case Studies. Mathematical Association of America. 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 Research on teaching and learning mathematics at the tertiary level (pp. 1-32). Springer International Publishing. Bressoud, D., Mesa, V., & Rasmussen, C. (Eds.) (2015). Insights and Recommendations from the MAA National Study of College Calculus. Washington, DC: The Mathematical Association of America. Carlson, M., & Rasmussen, C. (Eds.) (2008). Making the connection: Research and teaching in undergraduate mathematics education.
Washington, DC: The Mathematical Association of America. Chapters in Refereed Books Rasmussen, C. (in press). Advanced math. In J. Patterson (Ed.). The digital SAT suite and classroom practices: Math. Evidenced-based approaches to helping all students become college and career ready. The College Board. Johnson, H., Olson, G., McClintock, E., Mesa, V., & Rasmussen, C. (in press). Theorizing a role of digital resources in promoting instructional change in mathematics departments. In B. Pepin, G. Gueudet, & J. Choppin (Eds.). Handbook of digital resources in mathematics education. Springer. Keene, K. & Rasmussen, C. (2023). Introducing qualitative and graphical analyses of systems of differential equations. In D. Corey & S. Jones (Eds.). Sharing and storing knowledge about teaching undergraduate mathematics: An introduction to a written genre for sharing lesson-specific instructional knowledge (pp. 63-77). Mathematical Association of America. Martinez, A., McGrane, C., Rasmussen, C., & Voigt, M. (2022). Alternative course pathways. In E. Johnson, N. Apkarian, K. Vroom, A. Martinez, C. Rasmussen, & D. Bressoud (Eds.). Addressing challenges to the Precalculus to Calculus II sequence through case studies (pp. 17-30). Mathematical Association of America. Gerhtz, J., Vroom, K., LaTona-Tequida, T., Martinez, A., & Rasmussen, C. (2022). Professional development and course coordination: One time and ongoing supports. In E. Johnson, N. Apkarian, K. Vroom, A. Martinez, C. Rasmussen, & D. Bressoud (Eds.). Addressing challenges to the Precalculus to Calculus II sequence through case studies (pp. 45-53). Mathematical Association of America. Rasmussen, C. (2022). From inspiration to making it happen. In E. Johnson, N. Apkarian, K. Vroom, A. Martinez, C. Rasmussen, & D. Bressoud (Eds.). Addressing challenges to the Precalculus to Calculus II sequence through case studies (pp. 75-78). Mathematical Association of America. Rasmussen, C. (2022). Examining individual and collective level mathematical progress. In Y. Chevallard, B. Barquero, M. Bosch, I. Florensa, J. Gascón, P. Nicolás, N. Ruiz-Munzón (Eds.). Advances in the anthropological theory of the didactic (pp. 283-293). Birkhäuser. O’Sullivan, M., Voigt, M., & Rasmussen, C. (2021). Crossroads university: An inflection point toward educational innovation. In W. Smith, M. Voigt, A. Ström, D. Webb, & G. Martin. (Eds.). Transformational change efforts: Student engagement in mathematics through an institutional network for active learning (pp. 71-91). American Mathematical Society. Ström, A. Voigt, M., Bowers, J., & Rasmussen, C. (2021). Critical response university: When a crisis results in a new improved vision. In W. Smith, M. Voigt, A. Ström, D. Webb, & G. Martin. (Eds.). Transformational change efforts: Student engagement in mathematics through an institutional network for active learning (pp. 111-124). American Mathematical Society. Rasmussen, C., Apkarian, N., Donsig, A., Martinez, A., Tubbs, R., Williams, M. (2021). Designing and implementing course coordination. In W. Smith, M. Voigt, A. Ström, D. Webb, & G. Martin. (Eds.). Transformational change efforts: Student engagement in mathematics through an institutional network for active learning (pp. 205-219). American Mathematical Society. Uhing, K., Webb, D., Wakefield, N., Donisg, A., & Rasmussen, C. (2021). Professional development. In W. Smith, M. Voigt, A. Ström, D. Webb, & G. Martin. (Eds.). Transformational change efforts: Student engagement in mathematics through an institutional network for active learning (pp. 243-260). American Mathematical Society. Rasmussen, C., Fredriksen, H., Howard, E., Pepin, B., Rämö, J. (2021). Students in-class and out-of-class mathematical practices. In V. Durand-Guerrier, R. Hochmuth, E. Nardi and C. Winsløw (Eds.). Research and development in university mathematics education (pp. 216-237). Routledge. Bardini, C., Bosch, M., Rasmussen, C. & Trigueros, M. (2021). Current interactions between mathematicians and researchers in university mathematics education. In V. Durand-Guerrier, R. Hochmuth, E. Nardi and C. Winsløw (Eds.). Research and development in university mathematics education (pp. 41-58). Routledge. Bussey, T. J., Lo, S. M., & Rasmussen, C. (2020). Theoretical frameworks for STEM education research. In C. C. Johnson, M. Mohr-Schroeder, T. Moore, & L. English (Eds.) Handbook of research on STEM education (pp. 51-62). Routledge. Nardi, E., & Rasmussen, C. (2019). Teaching practices at university level. In S. Lerman (Ed.) Encyclopedia of mathematics education. Springer, Cham. Winsløw, C., & Rasmussen, C. (2018). University mathematics education. In S. Lerman (Ed.) Encyclopedia of mathematics education. Springer, Cham. 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). Researching and enacting change in postsecondary education: Leveraging instructors’ social networks (pp. 55-73). New York, NY: Routledge. Rasmussen, C., & Apkarian, N. (2018). Coda. In C. Henderson, C. Rasmussen, A. Knaub, N. Apkarian, K. Quardokus Fisher, & A. Daly, A. (Eds.) (2018). Researching and enacting change in postsecondary education: Leveraging instructors’ social networks (pp. 124-127). New York, NY: Routledge. Rasmussen, C., & Wawro, M. (2017). Post-calculus research in undergraduate mathematics education. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 551- 581). Reston, VA: National Council of Teachers of Mathematics. 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.). Making the connection: Research and teaching in undergraduate mathematics education (pp. 107-115). Washington, DC: The Mathematical Association of America. Sweeney, G., & Rasmussen, C. (2014). Re-conceiving Modeling: An Embodied Cognition View of Modeling. In L. Edwards, F. Ferrara, & D. Moore-Russo (Eds.), Emerging perspectives on gesture and embodiment in mathematics (pp. 197-226). Charlotte, NC: Information Age Press. 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.), Educational design research – Part B: Illustrative cases (pp. 905-925). Enschede, the Netherlands: SLO. Keene, K., & Rasmussen, C. (2013). Sometimes less is more: Examples of student-centered technology as boundary objects in differential equations. In S. Habre (Ed.), Enhancing mathematics understanding through visualization: The role of dynamical software (pp. 12-36). Hershey, PA: IGI Global. 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.), Mathematical representations at the interface of the body and culture (pp. 171-218). Charlotte, NC: Information Age Publishing. 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.), Modeling Students’ Mathematical Modeling Competencies: ICTMA 13 (pp. 61-71). New York, NY: Springer. 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.), Making the connection: Research and teaching in undergraduate mathematics education (pp. 153-164). Washington, DC: The Mathematical Association of America. 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.), Making the connection: Research and teaching in undergraduate mathematics education (pp. 167-178). Washington, DC: The Mathematical Association of America. Rasmussen, C., & Stephan, M. (2008). A methodology for documenting collective activity. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.). Handbook of innovative design research in science, technology, engineering, mathematics (STEM) education (pp. 195 - 215). New York, NY: Taylor and Francis. Rasmussen, C., Yackel, E., & King, K. (2003). Social and sociomathematical norms in the mathematics classroom. In H. Schoen & R. Charles (Eds.), Teaching mathematics through problem solving: Grades 6-12(pp. 143-154). Reston, VA: National Council of Teachers of Mathematics. Yackel, E., & Rasmussen, C. (2002). Beliefs and norms in the mathematics classroom. In G. Leder, E. Pehkonen, & G. Toerner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 313-330). Dordrecht, The Netherlands: Kluwer. 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.), Lessons learned from research (pp. 163-169). Reston, VA: National Council of Teachers of Mathematics. . |
Center for Research in Mathematics & Science Education |
