## Nick Wasserman

### Professional Background

#### Educational Background

M.S. in Mathematics Education, Teachers College, Columbia University

B.S. in Mathematics - UTeach Program, The University of Texas at Austin

#### Scholarly Interests

Dr. Wasserman's scholarly interests focus on mathematics teachers' knowledge and development, particularly on the advanced content knowledge that impacts classroom teaching. Currently, Dr. Wasserman's research has led him to examine how knowledge of Group Theory, an abstract algebraic structure, impacts the teaching of numerical and algebraic concepts in K-12 mathematics; this work has also led to beginning national and international collaborations to further develop the notion of Horizon Content Knowledge, one component of the Mathematical Knowledge for Teaching framework from the University of Michigan. His related interests include: combinatorics education, both at the secondary and undergraduate levels; the notion and use of proof and deductive reasoning in mathematics education; as well as how the use of technology influences mathematics teaching and learning.

Teacher content knowledge (specifically advanced or horizon mathematics knowledge)

Combinatorics education

Proof and deductive reasoning

Technology and mathematics teaching

#### Selected Publications

Wasserman, N. (2014). A rationale for irrationals: An unintended exploration of e. Mathematics Teacher, 107(7), pp. 500-507.

Wasserman, N. (2014, in press). Bringing dynamic geometry to three dimensions: The use of SketchUp in mathematics education. In D. Polly (Ed.) Cases on Technology and Common Core Mathematics Standards. pp. XXX

Wasserman, N., & Walkington, C. (2014, in press). Exploring links between beginning UTeacher's beliefs and observed classroom practices. Teacher Education and Practice, 26(4), pp. XXX

Wasserman, N., & Ham, E. (2013). Beginning teachers' perspectives on attributes for teaching secondary mathematics: Reflections on teacher education. Mathematics Teacher Education and Development, 15(2), pp. 70-96.

Wasserman, N., & Ham, E. (2012). Gaining perspective on success, support, retention, and student test scores: Listening to beginning teachers. Leaders of Learners, 5(3), pp. 9-14.

active professional organizations

### honors and awards

Guest Editor, Journal of Mathematics Education at Teachers College, 2(1), Spring 2011

Eugene Hellmich Mathematics Scholarship, Teachers College, Columbia University, 2010-2011

R.L. Moore Award for Best Inquiry Lesson, University of Texas at Austin, 2008

### grants

University Research Council, Southern Methodist University, 2012-2013. $2,600.

Project: Teachers' advanced mathematics knowledge: Understanding what transforms the elementary, middle, and secondary teaching of mathematics.

Travel Support

Service, Teaching, and Research (STaR) Fellowship, July 2012. Travel to IAS/Park City Mathematics Institute.

Department of Teaching and Learning, Southern Methodist University, July 2012. Travel to International Congress on Mathematics Education (ICME-12), Seoul, Korea.

### publications

Gould, H., & Wasserman, N. (2014). Striking a balance: Students' tendencies to oversimplify or overcomplicate in mathematical modeling. Journal of Mathematics Education at Teachers College, 5(1), pp. 27-34.

Wasserman, N. (2014). A rationale for irrationals: An unintended exploration of e. Mathematics Teacher, 107(7), pp. 500-507.

Wasserman, N. (2014, in press). Bringing dynamic geometry to three dimensions: The use of SketchUp in mathematics education. In D. Polly (Ed.) Cases on Technology and Common Core Mathematics Standards. pp. XXX

Wasserman, N., & Walkington, C. (2014, in press). Exploring links between beginning UTeacher's beliefs and observed classroom practices. Teacher Education and Practice, 26(4), pp. XXX

Wasserman, N. (2014). Introducing algebraic structures through solving equations: Vertical content knowledge for K-12 mathematics teachers. PRIMUS, 24(3), pp. 191-214. DOI: 10.1080/10511970.2013.857374.

Wasserman, N., & Ham, E. (2013). Beginning teachers' perspectives on attributes for teaching secondary mathematics: Reflections on teacher education. Mathematics Teacher Education and Development, 15(2), pp. 70-96.

Wasserman, N., & Ham, E. (2012). Gaining perspective on success, support, retention, and student test scores: Listening to beginning teachers. Leaders of Learners, 5(3), pp. 9-14.

Wasserman, N. (2011). The Common Core State Standards: Comparisons of access and quality. Journal of Mathematics Education at Teachers College, 2(1), pp. 18-27.

Wasserman, N., & Koehler, J. (2011). Will Common Core State Standards facilitate consistency and choice or lead to unexpected outcomes? (Editorial Point-Counterpoint). Journal of Mathematics Education at Teachers College, 2(1), pp. 6-7.

Wasserman, N., & Arkan, I. (2011). Technology Tips: An Archimedean walk. Mathematics Teacher, 104(9), May 2011, pp. 710-715.

Wasserman, N. (2011). Partition and iteration in Algebra: Intuition with linearity. Association of Mathematics Teachers of New York State Journal, 61(1), pp. 10-14.

Wasserman, N. (2010). Inside the UTeach program: Implications for research in mathematics teacher education. Journal of Mathematics Education at Teachers College, 1(1), pp. 12-16.

Refereed Conference Papers and Proceedings

Wasserman, N. (2013, in press). Exploring teachers' categorizations for and conceptions of combinatorial problems. In S. Reeder & G. Matney (Eds.), Proceedings of the 40th Annual Meeting of the Research Council on Mathematics Learning (p. 145-154), Tulsa, OK.

Wasserman, N., Norris, S., & Carr, T. (2013, in press). Comparing a "flipped" instructional model in an undergraduate Calculus III course. In. S. Brown, G. Karakok, K.H. Roh, and M. Oehrtman (Eds.), Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education (Vol. 2, pp. 652-655), Denver, CO.

Wasserman, N., & Ham, E. (2012). Attributes of good mathematics teaching: When are they learned? Conference Proceedings for the International Congress on Mathematics Education (ICME-12), Seoul, Korea. p. XXX

Other Refereed Publications

Zachary, S. C., Zannou, Y., Basaraba, D., Wasserman, N., Hill, S., & Ketterlin-Geller, L. (2013). Texas Algebra Ready (TXAR): Learning Progressions Development (Tech. Rep. No. 13-03). Dallas, TX: Southern Methodist University, Research in Mathematics Education.

Wasserman, N. (2011). Bending steel. In H. Gould, D. Murray & A. Sanfratello (Eds.), Teachers College Mathematical Modeling Handbook (pp. 75-82). Bedford, MA: The Consortium for Mathematics and Its Applications (COMAP).

Wasserman, N. (2011). A bit of information. In H. Gould, D. Murray & A. Sanfratello (Eds.), Teachers College Mathematical Modeling Handbook (pp. 83-92). Bedford, MA: The Consortium for Mathematics and Its Applications (COMAP).

Wasserman, N. (2010). Reader reflections: A fourth way to break a stick. Mathematics Teacher, 104(1), August 2010, pp. 9-10.

### current projects

Analyzing the CCSS-M for ways that advanced or horizon knowledge may impact teaching practice

Conceptualizing how teachers understand informal line of best fit

Studying the varying uses of combinations in combinatorics education

Comparing mathematics and science teachers reliance on inductive reasoning as justification

### professional presentations

Wasserman, N., & Walkington, C. (2013). Exploring research in Algebra: Tackling algebra in middle school and high school. Research in Mathematics Education (RME) Annual Research to Practice Conference, Dallas, TX. 15 February 2013.

Wasserman, N. (2012). Mathematics and teaching: Teachers’ knowledge of tasks and proof. Department of Mathematics Colloquium Series, Southern Methodist University, Dallas, TX. 1 February 2012.

Wasserman, N., & Schielack, J. (2012). Systems level content development: Establishing learning progressions. Research in Mathematics Education (RME) Annual Research to Practice Conference, Dallas, TX. 24 February 2012.

National & International Conferences

Wasserman, N., & Stockton, J. (2013). The impact of group theory on Mathematical Knowledge for Teaching. Poster presented at Research Pre-Session, National Council for Teachers of Mathematics (NCTM), Denver, CO. 15 April 2013.

Wasserman, N. (2013). A rationale for irrationals: Convincing students they exist. National Council for Teachers of Mathematics (NCTM) Annual Conference, Denver, CO. 18 April 2013.

Wasserman, N., & Williams-Rossi, D. (2013). Discussing proof in STEM fields: Mathematics and science teachers’ use of inductive evidence. International Consortium for Research in Science and Mathematics Education (ICRSME) Conference, Granada, Nicaragua. 13 March 2013.

Wasserman, N. (2013). Exploring teachers’ categorizations and conceptions of combinatorial problems. Research Council on Mathematics Learning (RCML) Annual Conference, Tulsa, OK, 28 February 2013.

Wasserman, N., Norris, S., & Carr, T. (2013). Comparing a ‘flipped’ instructional model in an undergraduate Calculus III course. Paper presented at Annual Conference for Research on Undergraduate Mathematics Education (CRUME), Denver, CO. February 2013.

Quebec-Fuentes, S., Wasserman, N., & Switzer, J. (2013). Advanced mathematics content: A comparative analysis of CCSSM and mathematics textbooks for teachers. Association of Mathematics Teacher Educators (AMTE) Annual Conference, Orlando, FL. 24 January 2013.

Wasserman, N, & Stockton, J. (2013). Researching the mathematical horizon: Two complementary perspectives. Poster presented at Association of Mathematics Teacher Educators (AMTE) Annual Conference, Orlando, FL. 24 January 2013.

Ketterlin-Gellar, L., Wasserman, N., Chard, D., Fontenot, S., & Zachary, S. (2012). Progress with fractions: Using learning progressions to guide instruction. Council for Learning Disabilities (CLD) International Conference. Austin, TX. 11 October 2012.

Stockton, J., & Wasserman, N. (2012). Mapping the Common Core State Standards to advanced mathematical knowledge for teaching. Mathematical Association of America MathFest. Madison, Wisconsin. 4 August 2012.

Wasserman, N., Walkington, C. (2012). Exploring links between UTeacher’s beliefs and observed classroom practices. UTeach Institute Annual Conference, University of Texas at Austin, Austin, TX. 1 June 2012.

Wasserman, N., & Ham, E. (2012). Attributes of good mathematics teaching: When are they learned? Poster presented at International Congress on Mathematics Education (ICME-12), Seoul, Korea. 11 July 2012.

Wasserman, N., & Ham, E. (2011). Learning to be a successful mathematics teacher: Reflections on two teacher education models. UTeach Institute Annual Conference, University of Texas at Austin, Austin, TX. 24 May 2011.

Regional Conferences

Basaraba, D., Wasserman, N., Ketterlin-Geller, L, & Hill, S. (2012). Learning progressions for algebra readiness: A roadmap for instructional planning. Poster presented at Center on Teaching and Learning (CTL) Research to Practice Conference, Portland, OR. 28 October 2012.

Wasserman, N., & Ham, E. (2011). A question of When? for beginning mathematics teachers. National Council of Teachers of Mathematics (NCTM) Regional Conference, Albuquerque, NM. 3 November 2011.

Wasserman, N., & Arkan, I. (2011). Archimedes rediscovered through technology. New York State Association of Independent Schools (NYSAIS) Teaching with Technology Conference, Abraham Joshua Heschel School, New York, NY. 27 April 2011.

Wasserman, N. (2010). Partition and iteration in Algebraic thinking: Intuition with linearity. Association of Mathematics Teachers of New York State (AMTNYS) Annual Conference, Saratoga Springs, NY. 12 November 2010.

Wasserman, N. (2006). Stacking paper cups. UTeach professional development series, University of Texas at Austin, Austin, TX. November 2006.

#### MSTM 4019: Mathematics teaching and learning I

Cognitive development and learning strategies for teaching and the use of instructional materials. Current research in mathematics education. Required for pre-service students.

#### MSTM 4025: Teaching computer mathematics

A review of teaching methods and curricular innovations in computing and computer mathematics.

#### MSTM 4038: Finite mathematics

Statements, propositions, and sets; vectors and matrices; probability. Applications: finite Markov chains, game theory.

#### MSTM 5025: Teaching computer mathematics

A review of teaching methods and curricular innovations in computing and computer mathematics

#### MSTM 5030: Topics in probability theory

Simple, compound, and conditional probabilities and applications. Doctoral students should register for MSTM 6030.

#### MSTM 5032: Topics in geometry/ topology

Foundation of geometry/topology. Emphasis upon the relationship between topology and geometry and other mathematical areas.

#### MSTM 5033: Topics in algebra

Groups, rings, fields. Doctoral students should register for MSTM 6033.

#### MSTM 5036: Topics in discrete mathematics

Discrete mathematics, combinatorics, graph theory.

#### MSTM 6025: Advanced topics in teaching computer mathematics

Open only to doctoral students. An advanced review of teaching methods and curricular innovations in computing and computer mathematics.

#### MSTM 6030: Advanced topics in probability theory

Open only to doctoral students. Emphasis on proof and advanced applications.

#### MSTM 6032: Advanced topics in geometry/topology

Foundation of geometry/topology. Emphasis upon the relationship between topology and geometry and other mathematical areas.

#### MSTM 6033: Advanced topics in algebra

Open only to doctoral students. Advanced study of groups, rings, and fields.

#### MSTM 6036: Advanced topics in discrete mathematics

Open only to doctoral students. Advanced study of discrete mathematics, combinatorics, and graph theory.

#### MSTM 6500: Research seminar in mathematics education

Permission required. Research oriented seminars dealing with a variety of issues and leading to preparation of preliminary proposals for the doctoral dissertation. Required for doctoral students.

#### MSTM 6501: Research seminar in mathematics education

Permission required. Research oriented seminars dealing with a variety of issues and leading to preparation of preliminary proposals for the doctoral dissertation. Required for doctoral students.