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 Discovering the Art of Mathematics 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 NE-COMMIT 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: https://public.ebookcentral.proquest.com/choice/PublicFullRecord.aspx?p=31212676

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: https://doi.org/10.1080/10511970.2021.1962459

von Renesse C. Discovering the Art of Mathematics Library. Westfield, MA: self published; 2018. Available from: https://www.artofmathematics.org/ 

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: https://core.ac.uk/reader/148364590

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: https://www.tandfonline.com/doi/full/10.1080/10511970.2016.1176973

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: https://link.springer.com/book/10.1007/978-3-319- 44950-0

von Renesse C, Ecke V. Mathematics and Salsa Dancing. Journal of Mathematics and the Arts. 2011; 5(1):17-28. Available from: https://doi.org/10.1080/17513472.2010.491781

von Renesse C, Cox D. Primitive Collections and Toric Varieties. Tohoku Mathematical Journal. 2009; 61(3):309–332. Available from: https://www.jstage.jst.go.jp/article/tmj/61/3/61_309/_pdf/-char/en

… and others…

Professional Service

Headshot of Dr. Christine von Renesse.