Below is a list of publications resulting from the research done into the teaching and learning of linear algebra and/or inquiry-oriented teaching in undergraduate mathematics. References that are in bold are directly related to the IOLA materials.

Andrews-Larson, C. (2015). Roots of Linear Algebra: An historical exploration of linear systems. *PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 25*(6), 507-528.

Andrews-Larson, C., & Kasper, V. (2015). Variations in Implementation of Student-Centered Instructional Materials in Undergraduate Mathematics Education. In T. Fukawa-Connely, N. Infante, K. Keene, & M. Zandieh (Eds.), *Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education, Pittsburgh* (pp. 74-88). Pittsburgh, PA.

Andrews-Larson, C., Peterson, V., & Keller, R. (2016). Eliciting mathematicians' pedagogical reasoning. In T. Fukawa-Connelly, N. Infante, M. Wawro, & S. Brown (Eds.), *Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education* (pp. 61-75). Pittsburgh, PA. Retrieved from http://sigmaa.maa.org/rume/RUME19v3.pdf

Haider, M., Bouhjar, K., Findley, K., Quea, R., Keegan, B., & Andrews-Larson, C. (2016). Using student reasoning to inform assessment development in linear algebra. In T. Fukawa-Connelly, N. Infante, M. Wawro, & S. Brown (Eds.), *Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education* (pp. 163-177). Pittsburgh, PA. Retrieved from http://sigmaa.maa.org/rume/RUME19v3.pdf

Johnson, E., Keene, K., & Andrews-Larson, C. (2015). *Inquiry-Oriented Instruction: What It Is and How We are Trying to Help.* [Web log post.]. American Mathematical Society, Blog On Teaching and Learning Mathematics. Retrieved from http://blogs.ams.org/matheducation/2015/04/10/inquiry-oriented-instruction-what-it-is-and-how-we-are-trying-to-help/

Larsen, S. (2013). A local instructional theory for the guided reinvention of the group and isomorphism concepts. *The Journal of Mathematical Behavior*, *32*(4), 712-725.

Larsen, S., & Lockwood, E. (2013). A local instructional theory for the guided reinvention of the quotient group concept. *The Journal of Mathematical Behavior*, *32*(4), 726-742.

Lockwood, E., Johnson, E., & Larsen, S. (2013). Developing instructor support materials for an inquiry-oriented curriculum. *The Journal of Mathematical Behavior*, *32*(4), 776-790.

Rasmussen, C. L., & King, K. D. (2000). Locating starting points in differential equations: A realistic mathematics education approach. *International Journal of Mathematical Education in Science and Technology*, *31*(2), 161-172.

Rasmussen, C., Wawro, M. & Zandieh, M. (2015). Examining individual and collective level mathematical progress. *Educational Studies in Mathematics, 88*(2), 259-281.

Rasmussen, C., Zandieh, M., King, K., & Teppo, A. (2005). Advancing mathematical activity: A view of advanced mathematical thinking. *Mathematical Thinking and Learning, 7,* 51-73.

Selinski, N., Rasmussen, C., Wawro, M., & Zandieh, M. (2014). A methodology for using adjacency matrices to analyze the connections students make between concepts: The case of linear algebra. *Journal for Research in Mathematics Education, 45*(5), 550-583.

Wawro, M. (2014). Student reasoning about the invertible matrix theorem in linear algebra. *ZDM The International Journal on Mathematics Education,* *46*(3), 1-18.

Wawro, M. (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), 315-338.

Wawro, M., Sweeney, G., & Rabin, J. (2011). Subspace in linear algebra: Investigating studentsâ€™ concept images and interactions with the formal definition. *Educational Studies in Mathematics, 78,* 1-19.

Zandieh, M., & Rasmussen, C. (2010). Defining as a mathematical activity: A framework for characterizing progress from informal to more formal ways of reasoning. *Journal of Mathematical Behavior, 29,* 57-75.

© IOLA Team 2013

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