Karen Allen Keene

Works (9)

Updated: July 5th, 2023 14:56

2020 journal article

Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom

JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 51(4), 504–516.

By: E. Johnson *, C. Andrews-Larson, K. Keene n, K. Melhuish *, R. Keller* & N. Fortune*

author keywords: Assessment; Gender; Inquiry-oriented; Undergraduate mathematics
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Source: Web Of Science
Added: July 20, 2020

2019 journal article

Knowing solutions to differential equations with rate of change as a function: Waypoints in the journey

JOURNAL OF MATHEMATICAL BEHAVIOR, 56.

By: C. Rasmussen  n & K. Keene n

author keywords: Rate of change; Learning progressions; Differential equations; Function; Student reasoning
TL;DR: Five qualitatively different ways in which students might reason with rate of change as a conceptual tool in order to graphically determine solutions to first order autonomous differential equations are illustrated. (via Semantic Scholar)
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Source: Web Of Science
Added: January 13, 2020

2018 journal article

Modeling as a Means to Develop New Ideas: The Case of Reinventing a Bifurcation Diagram

PRIMUS, 29(6), 509–526.

By: C. Rasmussen, J. Dunmyre, N. Fortune & K. Keene*

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Added: November 29, 2020

2017 journal article

Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles

PRIMUS, 28(1), 13–30.

By: G. Kuster*, E. Johnson, K. Keene* & C. Andrews-Larson

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Added: August 28, 2020

2014 journal article

Sequence limits in calculus: using design research and building on intuition to support instruction

ZDM, 46(4), 561–574.

By: K. Keene n, W. Hall  n & A. Duca n

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Added: August 28, 2020

2012 journal article

Gestures and a chain of signification: the case of equilibrium solutions

Mathematics Education Research Journal, 24(3), 347–369.

By: K. Keene n, C. Rasmussen * & M. Stephan *

author keywords: Gestures; Chain of signification; Differential equations; Mathematics education; Conceptual thread
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Added: August 28, 2020

2011 conference paper

Identifying and assessing relational understanding in ordinary differential equations

2011 frontiers in education conference (fie).

By: K. Keene n, M. Glass * & J. Kim *

TL;DR: The Framework for Relational Understanding of Procedures, a categorization of assessable conceptual knowledge, was applied to three techniques taught in Ordinary Differential Equations: separation of variables, solving a first order linear ordinary differential equation, and Euler's method and developed a set of assessment items. (via Semantic Scholar)
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Source: NC State University Libraries
Added: August 6, 2018

2011 conference paper

Mathematics instruction using decision science and engineering tools

2011 frontiers in education conference (fie).

By: K. Keene n, R. Dietz n, K. Holstein n & A. Craig n

TL;DR: The results of the nationwide implementation of this engineering-based mathematics course are reported, providing new opportunities for students, who have not been successful in the abstract world of mathematics, to learn to enjoy and to want to pursue a more applied form of mathematics. (via Semantic Scholar)
Source: NC State University Libraries
Added: August 6, 2018

2007 journal article

A characterization of dynamic reasoning: Reasoning with time as parameter

The Journal of Mathematical Behavior, 26(3), 230–246.

By: K. Keene n

author keywords: Undergraduate mathematics; Differential equations; Mathematics education; Time; Motion; Dynamic reasoning; Parameter
TL;DR: A characterization of dynamic reasoning is presented and more explicit attention to this type of reasoning by teachers in K-16 mathematics is promoted in order to improve student understanding in time related areas of mathematics. (via Semantic Scholar)
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Added: November 29, 2020

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