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Saba Gerami, Vilma Mesa, Lynn Chamberlain & Carlos Quiroz. (2023) The role of textbooks for supporting instruction with inquiry: the case of Active Calculus. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-22.
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Johanna Rämö, Juulia Lahdenperä & Jokke Häsä. (2021) The Extreme Apprenticeship Method. PRIMUS 31:10, pages 1106-1120.
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Osama Swidan. (2020) A learning trajectory for the fundamental theorem of calculus using digital tools. International Journal of Mathematical Education in Science and Technology 51:4, pages 542-562.
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Günhan Caglayan. (2018) Linear Algebra Students' Understanding of Similar Matrices and Matrix Representations of Linear Transformations in a MATLAB-Assisted Learning Environment. Computers in the Schools 35:3, pages 204-225.
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Daniel L. Reinholz. (2018) Large Lecture Halls: Whiteboards, Not Bored Students. PRIMUS 28:7, pages 670-682.
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George Kuster, Estrella Johnson, Karen Keene & Christine Andrews-Larson. (2018) Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles. PRIMUS 28:1, pages 13-30.
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Christine Andrews-Larson, Megan Wawro & Michelle Zandieh. (2017) A hypothetical learning trajectory for conceptualizing matrices as linear transformations. International Journal of Mathematical Education in Science and Technology 48:6, pages 809-829.
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Michelle Zandieh, Megan Wawro & Chris Rasmussen. (2017) An Example of Inquiry in Linear Algebra: The Roles of Symbolizing and Brokering. PRIMUS 27:1, pages 96-124.
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Dov Zazkis. (2016) On Transitions Between Representations: The Role of Contextual Reasoning in Calculus Problem Solving. Canadian Journal of Science, Mathematics and Technology Education 16:4, pages 374-388.
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Armando Cuevas-Vallejo, José Orozco-Santiago & Sofía Paz-Rodríguez. (2023) A learning trajectory for university students regarding the concept of vector. The Journal of Mathematical Behavior 70, pages 101044.
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Mollee Shultz, Eleanor Close, Jayson Nissen & Ben Van Dusen. (2023) Enacting Culturally Relevant Pedagogy when “Mathematics Has No Color”: Epistemological Contradictions. International Journal of Research in Undergraduate Mathematics Education.
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Kathleen Melhuish, Paul C. Dawkins, Kristen Lew & Sharon K. Strickland. (2022) Lessons Learned About Incorporating High-Leverage Teaching Practices in the Undergraduate Proof Classroom to Promote Authentic and Equitable Participation. International Journal of Research in Undergraduate Mathematics Education.
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Anthony Cronin & Sepideh Stewart. (2022) Analysis of tutors’ responses to students’ queries in a second linear algebra course at a mathematics support center. The Journal of Mathematical Behavior 67, pages 100987.
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Benjamin P. Schermerhorn, Giaco Corsiglia, Homeyra Sadaghiani, Gina Passante & Steven Pollock. (2022) From Cartesian coordinates to Hilbert space: Supporting student understanding of basis in quantum mechanics. Physical Review Physics Education Research 18:1.
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Melih Turgut, Jessica Lynn Smith & Christine Andrews-Larson. (2022) Symbolizing lines and planes as linear combinations in a dynamic geometry environment. The Journal of Mathematical Behavior 66, pages 100948.
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Mollee C. Shultz. (2022) The Rationality of Undergraduate Mathematics Instructors: The Choice to Use Inquiry-Oriented Instructional Practices. Journal for Research in Mathematics Education 53:3, pages 227-246.
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Matthew Mauntel, Benjamin Levine, David Plaxco & Michelle Zandieh. (2021) The Characterization and Evolution of Strategies About Vector Equations in the Game Vector Unknown. Digital Experiences in Mathematics Education 7:3, pages 453-476.
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Elise Lockwood & Knut Mørken. (2021) A Call for Research that Explores Relationships between Computing and Mathematical Thinking and Activity in RUME. International Journal of Research in Undergraduate Mathematics Education 7:3, pages 404-416.
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Sepideh Stewart, Jonathan Troup & David Plaxco. (2019) Reflection on teaching linear algebra: examining one instructor’s movements between the three worlds of mathematical thinking. ZDM 51:7, pages 1253-1266.
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Spencer Payton. (2019) Fostering mathematical connections in introductory linear algebra through adapted inquiry. ZDM 51:7, pages 1239-1252.
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Andrea Cárcamo, Claudio Fuentealba & Diego Garzón. (2019) Local Instruction Theories at the University Level: An Example in a Linear Algebra Course. EURASIA Journal of Mathematics, Science and Technology Education 15:12.
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Daniel L. Reinholz, Kenneth Bradfield & Naneh Apkarian. (2019) Using Analytics to Support Instructor Reflection on Student Participation in a Discourse-Focused Undergraduate Mathematics Classroom. International Journal of Research in Undergraduate Mathematics Education 5:1, pages 56-74.
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Günhan Caglayan. (2018) Coordinating representation registers: linear algebra students' understanding of orthogonal Legendre polynomials in the inner product space. Annales de didactique et de sciences cognitives:23, pages 137-178.
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Spencer Bagley & Jeffrey M. Rabin. (2015) Students’ Use of Computational Thinking in Linear Algebra. International Journal of Research in Undergraduate Mathematics Education 2:1, pages 83-104.
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Megan Wawro. (2015) Reasoning About Solutions in Linear Algebra: the Case of Abraham and the Invertible Matrix Theorem. International Journal of Research in Undergraduate Mathematics Education 1:3, pages 315-338.
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David Plaxco & Megan Wawro. (2015) Analyzing student understanding in linear algebra through mathematical activity. The Journal of Mathematical Behavior 38, pages 87-100.
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Chris Rasmussen, Megan Wawro & Michelle Zandieh. (2014) Examining individual and collective level mathematical progress. Educational Studies in Mathematics 88:2, pages 259-281.
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Natalie E. Selinski, Chris Rasmussen, Megan Wawro & Michelle Zandieh. (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, pages 550-583.
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Megan Wawro. (2014) Student reasoning about the invertible matrix theorem in linear algebra. ZDM 46:3, pages 389-406.
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Sean Larsen & Elise Lockwood. (2013) A local instructional theory for the guided reinvention of the quotient group concept. The Journal of Mathematical Behavior 32:4, pages 726-742.
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