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San Diego State University

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Chris Rasmussen

Education

Ph.D., University of Maryland     1997     Mathematics Education
M.A.,  University of Maryland     1994     Mathematics
B.Sc., University of Maryland     1985     Mechanical Engineering

Research Interests

My research focuses on the teaching and learning of undergraduate mathematics, with an emphasis on courses that typically function as a transition to advanced mathematics. My work explores how pedagogical approaches and instructional design principles that have been successful at promoting student learning in earlier grade levels can be adapted to the university setting. Central to this work is careful attention to student thinking and a systematic, theory-driven study of the social interactions in which meanings are established, where norms for convincing arguments and presentations are negotiated, and where students can connect more formal mathematical developments to their personal experience.

Differential Equations Applets 

Publications

Refereed Journal Publications

Ellis, J., Kelton, M., & Rasmussen, C. (in press). Student perceptions of pedagogy and persistence in calculus. ZDM.

Hershkowitz, R., Tabach, M., Rasmussen, C., & Dreyfus, T. (in press). Knowledge shifts in a probability class: A case study. ZDM.

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.
 
Tarr, J. E., Berry III, R. Q., Walker, E. N., Rasmussen, C. L., Hollebrands, K. F., Konold, C., Chval, K., & King, K. (2013). New Assessments for New Standards: The Potential Transformation of Mathematics Education and Its Research Implications. Journal for Research in Mathematics Education,44(2), 340-352.

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 Book

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

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.

Sweeney, G., & Rasmussen, C. (in press). Re-conceiving Modeling: An Embodied Cognition View of Modeling. In L. Edwards, F. Ferrara, & D. Moore-Russo (Eds.), Emerging perspectives on gesture and embodiment. Charlotte, NC: Information Age Press.

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.

 

 

 Chris Rasmussen

  Chris Rasmussen

  Professor


Department of Mathematics and Statistics
GMCS-571
San Diego State University
San Diego, CA 92182-7720
Phone: 619-594-7241
Fax: 619-594-6746

Center for Research in Mathematics & Science Education
6475 Alvarado Road, Suite 206
San Diego, CA 92120
Phone: 619-594-1584
Fax: 619-594-1581

E-Mail: crasmussen@mail.sdsu.edu