## 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

Casey, S., & Wasserman, N. (2015). Teachers' knowledge about informal line of best fit. Statistics Education Research Journal, 14(1), pp. 8-35.

Wasserman, N. (2015). A random walk: Stumbling across connections. Mathematics Teacher, 108(9), pp. 686-695.

Wasserman, N., & Rossi, D. (2015). Mathematics and science teachers' use of and confidence in empirical reasoning: Implications for STEM teacher preparation. School, Science and Mathematics Journal, 115(1), pp. 22-34.

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., & Stockton, J. (2013). Horizon content knowledge in the work of teaching: A focus on planning. For the Learning of Mathematics, 33(3), pp. 20-22.

### active professional organizations

Association of Mathematics Teacher Educators (AMTE)

Mathematical Association of America (MAA)

Research in Undergraduate Mathematics Education (RUME)

American Educational Research Association (AERA)

Association of Mathematics Teachers of New York State (AMTNYS)

### 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

Wasserman, N. (2015). Unpacking teachers' moves in the classroom: Navigating micro- and macro-levels of mathematical complexity. Educational Studies in Mathematics, XX(X), pp. XXX. (Online first)

Casey, S., & Wasserman, N. (2015). Teachers' knowledge about informal line of best fit. Statistics Education Research Journal, 14(1), pp. 8-35.

Wasserman, N. (2015). A random walk: Stumbling across connections. Mathematics Teacher, 108(9), pp. 686-695.

Wasserman, N., & Rossi, D. (2015). Mathematics and science teachers' use of and confidence in empirical reasoning: Implications for STEM teacher preparation. School, Science and Mathematics Journal, 115(1), pp. 22-34.

Wasserman, N., & Walkington, C. (2014). Exploring links between beginning UTeacher's beliefs and observed classroom practices. Teacher Education and Practice, 27(2/3), pp. 376-401.

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). 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.

Books and Book Chapters

Karp, A., & Wasserman, N. (2014). Mathematics in middle and secondary schools: A problem solving approach. Charlotte, NC: Information Age.

Wasserman, N. (2014). 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. 68-99). Hershey, PA: IGI-Global.

Refereed Conference Papers and Proceedings

Wasserman, N., Mamolo, A., Ribeiro, C.M., & Jakobsen, A. (2014). Exploring horizons of knowledge for teaching. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.) Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 1, p. 247). Vancouver, Canada: PME.

Wasserman, N. (2013). 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). 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

Wasserman, N., Mamolo, A., Ribeiro, C.M., & Jakobsen, A. (2015). Discussion Group 2: Exploring horizons of knowledge for teaching. International Group for the Psychology of Mathematics Education (PME) Newsletter, December 2014/January 2015, pp. 7-10.

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

Connecting real analysis content with the work of teaching: Developing content courses for teachers

professional presentations

#### 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 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 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.