References
- Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Sage.
- Cohen, J. (1968). Weighted kappa: Nominal scale agreement with provision for scaled disagreement or partial credit. Psychological Bulletin, 70(4), 213–220. https://doi.org/10.1037/h0026256
- Creamer, E. G. (2018). An introduction to fully integrated mixed methods. Sage.
- Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). W. H. Freeman.
- Fisher, D. L., & Fraser, B. J. (1983). A comparison of actual and preferred classroom environments as perceived by science teachers and students. Journal of Research in Science Teaching, 20(1), 55–61. https://doi.org/10.1002/tea.3660200106
- Fraser, B. J., & Fisher, D. L. (1983). Student achievement as a function of personal-environment fit: A regression surface analysis. British Journal of Educational Psychology, 53(1), 89–99. https://doi.org/10.1111/j.2044-8279.1983.tb02538.x
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
- Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17(5), 478–493. https://doi.org/10.1016/j.learninstruc.2007.09.001
- Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274. https://doi.org/10.3102/01623737011003255
- Hall, W. L., Keene, K. A., & Fortune, N. (2016). Measuring student conceptual understanding: The case of Euler’s method. In T. Fukawa-Connelly, N. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education. Pittsburgh, Pennsylvania.
- Kwon, O. N., Rasmussen, C., & Allen, K. (2005). Students’ retention of knowledge and skills in differential equatinos. School Science and Mathematics, 105(5), 227–239. https://doi.org/10.1111/j.1949-8594.2005.tb18163.x
- Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310
- Laursen, S., Hassi, M. L., Kogan, M., Hunter, A. B., & Weston, T. (2011). Evaluation of the IBL mathematics project: Student and instructor outcomes of inquiry-based learning in college mathematics (Report to the Educational Advancement Foundation and the IBL Mathematics Centers). University of Colorado Boulder, Ethnography & Evaluation Research, Assessment & Evaluation Center for Inquiry-Based Learning in Mathematics.
- Laursen, S. L., Hassi, M. L., Kogan, M., & Weston, T. J. (2014). Benefits for women and men of inquiry-based learning in college mathematics: A multi-institution study. Journal for Research in Mathematics Education, 45(4), 406–418. https://doi.org/10.5951/jresematheduc.45.4.0406
- Laursen, S. L., & Rasmussen, C. (2019). I on the prize: Inquiry approaches in undergraduate mathematics. International Journal of Research in Undergraduate Mathematics Education, 5(1), 129–146. https://doi.org/10.1007/s40753-019-00085-6
- O‘Dwyer, L. M., & Parker, C. E. (2014). A primer for analyzing nested data: Multilevel modeling in SPSS using an example from a REL study (REL 2015–046).. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. http://ies.ed.gov/ncee/edlabs.
- Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98. https://doi.org/10.1037/0022-0663.99.1.83
- 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(1), 85–93. https://doi.org/10.1007/BF03036787
- Rasmussen, C., & Kwon, O. N. (2007). An inquiry-oriented approach to undergraduate mathematics. Journal of Mathematical Behavior, 26(3), 189–194. https://doi.org/10.1016/j.jmathb.2007.10.001
- Sandelowski, M., Voils, C. I., & Knafl, G. (2009). On quantitizing. Journal of Mixed Methods Research, 3(3), 208–222. https://doi.org/10.1177/1558689809334210
- Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
- Yoshinobu, S., & Jones, M. (2013). An overview of inquiry-based learning in mathematics. In J. J. Cochran (Ed.), Wiley encyclopedia of operations research and management science (pp. 1–11). John Wiley & Sons. https://doi.org/10.1002/9780470400531.eorms1065