Karen Keene

Johnson, E., Andrews-Larson, C., Keene, K., Melhuish, K., Keller, R., & Fortune, N. (2020). Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 51(4), 504–516. https://doi.org/10.5951/jresematheduc-2020-0043

Rasmussen, C., & Keene, K. (2019). Knowing solutions to differential equations with rate of change as a function: Waypoints in the journey. JOURNAL OF MATHEMATICAL BEHAVIOR, 56. https://doi.org/10.1016/j.jmathb.2019.03.002

Rasmussen, C., Dunmyre, J., Fortune, N., & Keene, K. (2019). Modeling as a Means to Develop New Ideas: The Case of Reinventing a Bifurcation Diagram. PRIMUS, 29(6), 509–526. https://doi.org/10.1080/10511970.2018.1472160

Kuster, G., Johnson, E., Keene, K., & Andrews-Larson, C. (2017). Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles. PRIMUS, 28(1), 13–30. https://doi.org/10.1080/10511970.2017.1338807

Keene, K. A., Hall, W., & Duca, A. (2014). Sequence limits in calculus: using design research and building on intuition to support instruction. ZDM, 46(4), 561–574. https://doi.org/10.1007/S11858-014-0597-8

Keene, K. A., Rasmussen, C., & Stephan, M. (2012). Gestures and a chain of signification: the case of equilibrium solutions. Mathematics Education Research Journal, 24(3), 347–369. https://doi.org/10.1007/S13394-012-0054-3

Keene, K. A., Glass, M., & Kim, J. H. (2011). Identifying and assessing relational understanding in ordinary differential equations. 2011 frontiers in education conference (fie). https://doi.org/10.1109/fie.2011.6143074

Keene, K., Dietz, R., Holstein, K., & Craig, A. (2011). Mathematics instruction using decision science and engineering tools. 2011 frontiers in education conference (fie). https://doi.org/10.1109/fie.2011.6143009

Keene, K. A. (2007). A characterization of dynamic reasoning: Reasoning with time as parameter. The Journal of Mathematical Behavior, 26(3), 230–246. https://doi.org/10.1016/j.jmathb.2007.09.003