## 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 received his B.A.,
M.A. and Ph.D. from the University of Maryland in Mechanical Engineering, Mathematics,
and Mathematics Education, respectively. After receiving his undergraduate degree
he served as a Peace Corp Volunteer in Sierra Leone, West Africa. He is currently
an Editor-in-Chief of the
## Recent AccomplishmentsCommittee member National Academies of Science Roundtable on Systemic Change in Undergraduate STEM Education, 2017-2022. San Diego State University Alumni Award for Outstanding Faculty Contributions to the University for 2017-2018. Co-Editor in Chief (with Ghislaine Gueudet and Elena Nardi), ## Publications
Rasmussen, C., Apkarian, N., Tabach, M., & Dreyfus, T. (in press). Ways in which engaging
with someone else’s reasoning is productive for one’s own reasoning. Voigt, M., Apkarian, N., & Rasmussen, C. (in press). Undergraduate course variations
in Precalculus through Calculus 2. Rasmussen, C., & Keene, K. (in press). 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 |