Ph.D., University of Maryland 1997 Mathematics Education

M.A., University of Maryland 1994 Mathematics

B.Sc., University of Maryland 1985 Mechanical Engineering

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.

**Inquiry-Oriented Differential Equations**** **

**Inquiry-Oriented Linear Algebra**** **

San Diego State University Alumni Award for Outstanding Faculty Contributions to the University for 2017-2018.

Member of the Conference Board of Mathematical Sciences (CBMS) on the National Academy of Science's US National Commission on Mathematical Instruction, 2017-2020.

Co-Editor in Chief (with Mike Thomas and Karen Marrongelle), *International Journal for Research in Undergraduate Mathematics Education*.

Guest Editor (with Marcelo Borba), The teaching and learning of calculus, *ZDM - The International Journal on Mathematics Education*, 4, 2014.

*Refereed Journal Publications*

Apkarian, N., Bowers, J., O’Sullivan, M., & Rasmussen, C. (in press). A case study of change in the teaching and learning of Precalculus to Calculus 2: What we’re doing with what we have. *PRIMUS*.

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.

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 Books**

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., & 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.

## 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