Mathematics
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Christine von Renesse
Biography
Dr. Christine von Renesse uses open inquiry techniques in all her mathematics classes, believing that this is the most effective and enjoyable way of learning and teaching. She is part of the project and includes connections to games, music, dance, and arts in her Mathematics for Liberals Arts classes. Dr. von Renesse is the second education coordinator for mathematics and passionate about improving STEM education for all students. To this effort, she is part of the STEM-ACT project .
Prof von Renesse is also on the leadership team of and has been facilitating professional development workshops for K-12 teachers and higher education faculty for the past 15 years.
Education
PhD. in Mathematics, 2007, Umass Amherst
M.Ed in Mathematics, 2002, Technical University, Berlin, Germany
Diplom in Mathematics, 2001, Technical University, Berlin, Germany
Courses Taught
Courses Taught (among others):
Mathematics for Liberal Arts (Math 110, 111)
Elementary Statistics (Math 108)
Calculus 1-3 (Math 104, 105, 201)
Linear Algebra (Math 218)
Foundations of Teaching Mathematics (Elementary and Secondary - Math 250, 337)
Mathematical Knowledge for Teaching (Math 205)
First Year Journey: Social Justice and STEM education - a broken system?
Graduate Classes: Math 611, 613
Publications
Johnson KG, Jakopovic P, von Renesse C. Supporting Teaching and Learning Reform in College Mathematics: Finding Value in Communities of Practice. J STEM Educ Res. 2021;4(3):380-396. PubMed Central PMCID: PMC8525850.
von Renesse C, Gomez Johnson K, Jakopovic1 P, Ksir A, White N, Rault P. A National Network of Regional Communities of Practice: The COMmunities for Mathematics Inquiry in Teaching (COMMIT) Network. In: Rainville K, Desrochers C, Title D, editors. Faculty Learning Communities: Communities of Practice That Support, Inspire, Engage and Transform Higher Education Classrooms [Internet] Charlotte, NC: Information Age Publishing, Incorporated; 2025. Chapter 9 Available from:
von Renesse C, Ecke V. Using Inquiry in Professional Development for Faculty in
Mathematics. PRIMUS: Problems, Resources and Issues in Undergraduate Mathematics Studies. 2021; 32(9):975–997. Available from:
von Renesse C. Discovering the Art of Mathematics Library. Westfield, MA: self published; 2018. Available from:
von Renesse C, Fleron J, Ecke V. Beyond Lecture: Techniques to Improve Student Proof- Writing Across the Curriculum. Schwell R, Steurer A, Franko J, editors. Washington, D.C.:
Mathematical Association of America; 2016. Discovering the Art of Mathematics: Proof as Sense Making.
von Renesse C, DiGracia J. Mathematics, Writing and Rhetoric: Deep Thinking in First-Year Learning Communities. Journal of Humanistic Mathematics. 2018; 8(1):24-63. Available from:
von Renesse C, Ecke V. Teaching Inquiry with a Lens Toward Curiosity. PRIMUS: Problems, Resources and Issues in Undergraduate Mathematics Studies. 2017; 27(1):148–164. Available from:
von Renesse C. A Story of Teaching Using Inquiry. In: Dewar J, Hsu P, Pollatsek H, editors. Mathematics Education: A Spectrum of Work in Mathematical Sciences Departments [Internet] NYC: Springer; 2016. Available from:
von Renesse C, Ecke V. Mathematics and Salsa Dancing. Journal of Mathematics and the Arts. 2011; 5(1):17-28. Available from:
von Renesse C, Cox D. Primitive Collections and Toric Varieties. Tohoku Mathematical Journal. 2009; 61(3):309–332. Available from:
… and others…
Professional Service
- Co-PI of NSF funded projects (, /STEM-ACT, )
- Board Member and Reviewer of PRIMUS (Problems, Resources, and Issues in Mathematics Undergraduate Studies)
- Member of the Writing Across the Curriculum Committee at WSU (https://rwc232.wixsite.com/wac-wsu)
- Co-President of NE-COMMIT and vice-president of the COMMIT network
- Math graduate programs coordinator and advisor
