Chris Rasmussen
Chris Rasmussen
Professor, Mathematics Education, San Diego State University
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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
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
An inquiry-oriented approach to undergraduate mathematics
C Rasmussen, ON Kwon
The Journal of Mathematical Behavior 26 (3), 189-194, 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
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
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
Classroom mathematical practices in differential equations
M Stephan, C Rasmussen
The Journal of Mathematical Behavior 21 (4), 459-490, 2002
Insights and recommendations from the MAA national study of college calculus
DM Bressoud, V Mesa, CL Rasmussen
MAA Press, 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
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
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
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
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
A methodology for documenting collective activity
C Rasmussen, M Stephan
Handbook of design research methods in education, 213-234, 2014
Beliefs and norms in the mathematics classroom
E Yackel, C Rasmussen
Beliefs: A hidden variable in mathematics education?, 313-330, 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
Classroom mathematical practices and gesturing
C Rasmussen, M Stephan, K Allen
The Journal of Mathematical Behavior 23 (3), 301-323, 2004
I on the prize: Inquiry approaches in undergraduate mathematics
SL Laursen, C Rasmussen
International Journal of Research in Undergraduate Mathematics Education 5 …, 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
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
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