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

I direct an NSF-funded research project on the learning and teaching of dynamical systems. The project team is investigating 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 Equation Projects

Publications

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.

Rasmussen, C. & Stephan, M. (in press). A methodology for documenting collective activity. In A. E. Kelly & R. Lesh (Eds.). Design research in education. Mawah, NJ: Erlbaum.

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.