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If you would like any one of these articles please email Karen Keene at kakeene@ncsu.edu.


Andrews-Larson, C., Peterson, V., & Keller, R. (2016). Eliciting mathematicians’ pedagogical reasoning. In T. Fukawa-Connelly, N. E. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education. Pittsburgh, PA: West Virginia University.

Bouhjar, K., Andrews-Larson, C., Haider, M., & Zandieh, M. (in press). Examining students' procedural and conceptual understanding of eigenvectors and eigenvalues in the context of inquiry-oriented instruction. In S. Stewart, C. Andrews-Larson, A. Berman, & M. Zandieh (Eds.), Challenges in teaching linear algebra. Springer: New York, NY. 

Fortune, N. Keene, K. A., & Hall. W. (in press). Using video in online working groups to support faculty collaboration. In Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA: San Diego State University.

Hall, W., Keene, K. A., & Fortune, N. (2016). Measuring student conceptual understanding: The case of Euler’s method. In T. Fukawa-Connelly, N. E. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education. Pittsburgh, PA: West Virginia University.

Johnson, E. (2013). Teachers’ mathematical activity in inquiry-oriented instruction. Journal of Mathematical Behavior, 32(4), 761–775.

Johnson, E., Caughman, J., Fredericks, J., & Gibson, L. (2013). Implementing inquiry-oriented curriculum: From the mathematicians’ perspective. Journal of Mathematical Behavior, 32(4), 743–760.

Johnson, E., Keene, K. A., & Andrews-Larson, C. (2015). Inquiry-oriented instruction: What it is and how we are trying to help. American Mathematical Society Blogs On Teaching and Learning. Available at this link.

Johnson, E., & Larsen, S. (2012). Teacher listening: The role of knowledge of content and students. Journal of Mathematical Behavior, 31(1), 117–129.

Keene, K. A. (2007). A characterization of dynamic reasoning: Reasoning with time as parameter. Journal of Mathematical Behavior, 26(3), 230–246.

Keene, K. A., Fortune, N., & Hall. W. (in preparation). Supporting mathematics faculty’s instructional change: Using class videos in an online working group.

Kuster, G., Johnson, E., Keene, K. A., & Andrews-Larson, C. (2017). Inquiry-oriented instruction: A conceptualization of the instructional the components and practices. PRIMUS. Further details forthcoming.

Kwon, O. N., Rasmussen, C., & Allen, K. (2005). Students’ retention of mathematical knowledge and skills in differential equations. School Science and Mathematics, 105(5), 227–240.

Rasmussen, C. (2001). New directions in differential equations: A framework for interpreting students’ understandings and difficulties. Journal of Mathematical Behavior, 20(1), 55–87.

Rasmussen, C. (2013). What happens on a typical day? San Diego: San Diego State University.

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(3), 195–210.

Rasmussen, C., & Keene, K. A. (2015). Software tools that do more with less. Mathematics Today, (December), 282–285.

Rasmussen, C., & Keynes, M. (2003). Lines of eigenvectors and solutions to systems of linear differential equations. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 13(4), 308–320.

Rasmussen, C., & King, K. D. (2000). Locating starting points in differential equations: A realistic mathematics education approach. International Journal of Mathematical Education in Science and Technology, 31(2), 161–172.

Rasmussen, C., & Kwon, O. N. (2007). An inquiry-oriented approach to undergraduate mathematics. Journal of Mathematical Behavior, 26(3), 189–194.

Rasmussen, C., Kwon, O. N., 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(1), 85–93.

Rasmussen, C., & Marrongelle, K. (2006). Pedagogical content tools: Integrating student reasoning and mathematics in instruction. Journal for Research in Mathematics Education, 37(5), 388–420.

Rasmussen, C., & Ruan, W. (2008). Using theorems-as-tools: A case study of the uniqueness theorem in differential equations. In Making the connection: Research and teaching in undergraduate mathematics (pp. 153–164). Washington, DC: Mathematical Association of America.

Rasmussen, C., Stephan, M., & Allen, K. (2004). Classroom mathematical practices and gesturing. Journal of Mathematical Behavior, 23, 301–323.

Rasmussen, C., & Whitehead, K. (2003). Learning and teaching ordinary differential equations. In A. Selden & J. Selden (Eds.), MAA online research sampler (pp. 1–12). Washington, DC: Mathematical Association of America.

Rota, G.-C. (1997). Ten lessons I wish I had learned before I started teaching differential equations. Boston, MA: Mathematical Association of America.

Speer, N. M., & Wagner, J. F. (2009). Knowledge needed by a teacher to provide analytic scaffolding during undergraduate mathematics classroom discussions. Journal for Research in Mathematics Education, 40(5), 530–562.

Stephan, M., & Rasmussen, C. (2002). Classroom mathematical practices in differential equations. Journal of Mathematical Behavior, 21(4), 459–490.

Wagner, J. F., Speer, N. M., & Rossa, B. (2007). Beyond mathematical content knowledge: A mathematician’s knowledge needed for teaching an inquiry-oriented differential equations course. Journal of Mathematical Behavior, 26(3), 247–266.

Yackel, E., Rasmussen, C., & King, K. D. (2000). Social and sociomathematical norms in an advanced undergraduate mathematics course. Journal of Mathematical Behavior, 19, 275–287.

Yoshinobu, S., & Jones, M. G. (2012). The coverage issue. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 22(4), 303–316.

Zandieh, M., Wawro, M., & Rasmussen, C. (2016). Symbolizing and brokering in an inquiry oriented linear algebra classroom. In T. Fukawa-Connelly, N. E. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education. Pittsburgh, PA: West Virginia University.