References
- Carnes, M. C. 2014. Minds on Fire: How Role Immersion Games Transform College. Cambridge, MA: Harvard University Press.
- Chappell, K. K. 2006. Effects of concept-based instruction on calculus students' acquisition of conceptual understanding and procedural skill. In F. Hitt, G. Harel, and A. Selden (Eds), Research in Collegiate Mathematics Education, VI, pp. 27–60. Providence, RI: American Mathematical Society.
- Dunne, D. and K. Brooks. 2004. Teaching with Cases. Halifax, NS: Society for Teaching and Learning in Higher Education.
- Dweck, C. 2006. Mindset: The New Psychology of Success. New York, NY: Random House.
- Karaali, G., E. Vailanfane Hernandez, and J. Taylor. 2016. What's in a name? A critical review of definitions of quantitative literacy, numeracy, and quantitative reasoning. Numeracy. 9(1): Article 2. doi: 10.5038/1936-4660.9.1.2
- Kwon, O., C. Rasmussen, and K. Allen. 2005. Students' retention of mathematical knowledge and skills in differential equations. School Science and Mathematics. 105: 227–239. doi: 10.1111/j.1949-8594.2005.tb18163.x
- Nilson, L. B. 2010. Teaching at its Best: A Research-Based Resource for College Instructors. San Francisco, CA: Wiley.
- O'Keeffe, P. 2013. A sense of belonging: Improving student retention. College Student Journal. 47(1): 605–613.
- Piercey, V. 2017. A quantitative reasoning approach to algebra using inquiry-based learning. Numeracy. 10(2): Article ID 4. doi: 10.5038/1936-4660.10.2.4
- Piercey, V. and R. Cullen. 2017. Teaching inquiry with linked classes and learning communities. PRIMUS. 27(1): 20–32. doi:10.1080/10511970.2016.1184727.
- Piercey, V. and E. Militzer. 2017. An inquiry-based quantitative reasoning course for business students. PRIMUS. 27(7): 693–706. doi: 10.1080/10511970.2016.1251519
- Pittman, L. D. and A. Richmond. 2008. University belonging, friendship quality, and psychological adjustment during the transition to college. The Journal of Experimental Education. 76(4): 343–362. doi: 10.3200/JEXE.76.4.343-362
- Schoenfeld, A. H. 1988. When good teaching leads to bad results: The disasters of “well-taught” mathematics courses. Educational Psychologist. 23: 145–166. doi: 10.1207/s15326985ep2302_5
- Smith, J. C. 2006. A sense-making approach to proof: Strategies of students in traditional and problem-based number theory courses. Journal of Mathematical Behavior. 25: 73–90. doi: 10.1016/j.jmathb.2005.11.005
- Weston, A. 2015. From guide on the side to impresario with a scenario. College Teaching. 63(3): 99–104. doi: 10.1080/87567555.2015.1014993