Women 1.5 times more likely to leave STEM pipeline after calculus compared to men: Lack of mathematical confidence a potential culprit J Ellis, BK Fosdick, C Rasmussen PloS one 11 (7), e0157447, 2016 | 355 | 2016 |

Effects of standards-based mathematics education: A study of the Core-Plus Mathematics Project algebra and functions strand MA Huntley, CL Rasmussen, RS Villarubi, J Sangtong, JT Fey Journal for Research in Mathematics Education 31 (3), 328-361, 2000 | 283 | 2000 |

An inquiry-oriented approach to undergraduate mathematics C Rasmussen, ON Kwon The Journal of Mathematical Behavior 26 (3), 189-194, 2007 | 242 | 2007 |

New directions in differential equations: A framework for interpreting students' understandings and difficulties CL Rasmussen The Journal of Mathematical Behavior 20 (1), 55-87, 2001 | 236 | 2001 |

Advancing mathematical activity: A practice-oriented view of advanced mathematical thinking C Rasmussen, M Zandieh, K King, A Teppo Mathematical thinking and learning 7 (1), 51-73, 2005 | 234 | 2005 |

Pedagogical content tools: Integrating student reasoning and mathematics in instruction C Rasmussen, K Marrongelle Journal for research in mathematics education 37 (5), 388-420, 2006 | 212 | 2006 |

Classroom mathematical practices in differential equations M Stephan, C Rasmussen The Journal of Mathematical Behavior 21 (4), 459-490, 2002 | 209 | 2002 |

Insights and recommendations from the MAA national study of college calculus DM Bressoud, V Mesa, CL Rasmussen MAA Press, 2015 | 207 | 2015 |

Social and sociomathematical norms in an advanced undergraduate mathematics course E Yackel, C Rasmussen, K King The Journal of Mathematical Behavior 19 (3), 275-287, 2000 | 187 | 2000 |

The calculus student: insights from the Mathematical Association of America national study DM Bressoud, MP Carlson, V Mesa, C Rasmussen International Journal of Mathematical Education in Science and Technology 44 …, 2013 | 177 | 2013 |

Defining as a mathematical activity: A framework for characterizing progress from informal to more formal ways of reasoning M Zandieh, C Rasmussen The Journal of Mathematical Behavior 29 (2), 57-75, 2010 | 175 | 2010 |

Locating starting points in differential equations: A realistic mathematics education approach CL Rasmussen, KD King International Journal of Mathematical Education in Science and Technology 31 …, 2000 | 169 | 2000 |

Students' retention of mathematical knowledge and skills in differential equations ON Kwon, C Rasmussen, K Allen School science and mathematics 105 (5), 227-239, 2005 | 160 | 2005 |

A methodology for documenting collective activity C Rasmussen, M Stephan Handbook of design research methods in education, 213-234, 2014 | 154 | 2014 |

Beliefs and norms in the mathematics classroom E Yackel, C Rasmussen Beliefs: A hidden variable in mathematics education?, 313-330, 2002 | 146 | 2002 |

When the classroom floor becomes the complex plane: Addition and multiplication as ways of bodily navigation R Nemirovsky, C Rasmussen, G Sweeney, M Wawro Journal of the Learning Sciences 21 (2), 287-323, 2012 | 131 | 2012 |

Classroom mathematical practices and gesturing C Rasmussen, M Stephan, K Allen The Journal of Mathematical Behavior 23 (3), 301-323, 2004 | 124 | 2004 |

I on the prize: Inquiry approaches in undergraduate mathematics SL Laursen, C Rasmussen International Journal of Research in Undergraduate Mathematics Education 5 …, 2019 | 117 | 2019 |

Research on calculus: what do we know and where do we need to go? C Rasmussen, K Marrongelle, MC Borba ZDM 46 (4), 507-515, 2014 | 114 | 2014 |

An inquiry-oriented approach to span and linear independence: The case of the magic carpet ride sequence M Wawro, C Rasmussen, M Zandieh, GF Sweeney, C Larson Primus 22 (8), 577-599, 2012 | 107 | 2012 |