Chris Rasmussen, Associate Professor of Mathematics and Statistics at San Diego State University, received his Ph.D. in Mathematics Education from the University of Maryland in 1997. He has 12 refereed journal publications with 2 more under review, 5 book chapters, 3 other publications, and 14 refereed conference proceedings, in addition to many presentations. He has received an Early Career Grant and other research grants from the National Science Foundation, an Outstanding Faculty Scholar Award from Purdue University Calumet, and an Excellence in Teaching Award for Graduate Assistants from the Department of Mathematics at the University of Maryland.

Comments from colleagues highlight Dr. Rasmussen's qualifications: "His research interests are varied and cutting edge; his published work and conference body of research is extensive and stands as an example of what a truly dedicated undergraduate mathematics educator can do." They spoke also of his mentoring work with beginning mathematics educators and of his work on the SIGMAA on RUME. They pointed to Dr. Rasmussen's work in undergraduate calculus and differential equations, and said that by "extending theoretical perspectives from mathematics education researchers who focus primarily at the elementary and secondary level, his research has helped to extend both of these areas." Finally, the nomination stated that Dr. Rasmussen's work on the teaching and learning of differential equations not only informs the teaching of that subject but also "shows mathematicians who may have doubts about mathematics education research that mathematics education can also address 'significant' mathematics." Dr. Rasmussen's scholarship is theoretically important, and he has made influential, intellectually powerful contributions to the field.

Biographical Note
Chris Rasmussen is an Associate Professor of Mathematics Education at San Diego State University. Rasmussen's undergraduate training was in engineering, followed by a master's degree in mathematics and a doctorate in mathematics education. In 1998 he received the prestigious Early Career Award from the National Science Foundation. Rasmussen's work over the past years has focused on the learning and teaching of undergraduate mathematics, using differential equations as a prototype to investigate how approaches that have been successful at promoting student learning in earlier grade levels can be adapted to the university setting. His work has included analyses of student thinking about central ideas in dynamical systems, theoretical elaborations of the instructional design theory of Realistic Mathematics Education, empirical investigations of the role and function of argumentation, symbol use, and tool use in mathematics learning and effective means by which teachers can support student learning. Rasmussen has written student material for a first course in differential equations and is co-editor of a forthcoming book focusing on connecting research and practice in undergraduate mathematics education. Rasmussen is currently serving as Coordinator for the SIGMAA on Research in Undergraduate Mathematics Education (SIGMAA-RUME).

Response from Chris Rasmussen
I am deeply honored to receive this award and I want to especially thank Annie and John Selden for their support of research in undergraduate mathematics education. The creation of this award is just one example of their tireless efforts aimed at promoting and enriching the discipline, including the SIGMAA on Research in Undergraduate Mathematics Education. I was quite surprised to receive this award, given the many people doing such good work. Collectively, we are beginning to make a difference. Indeed, my own work has in no way been a sole, individual effort. I have been incredibly fortunate to work with exceptional colleagues who have pushed my thinking and enlarged my vision of what is possible in undergraduate mathematics education. To these individuals I am truly grateful. I have also had the good fortune to collaborate with several mathematicians who have helped me better understand the challenges and possibilities for change. I also want to thank the many undergraduate students who showed me new ways that powerful mathematical ideas can be built from the ground up when offered opportunities to engage in genuine mathematical activity.