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.