# Wasserman, Nicholas H. (nhw2108)

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321A Thmps

Office Hours:

M 3:30-5:00; T 1:00-2:30 (Fall 2017)

## 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 influences classroom teaching. Dr. Wasserman's research has led him to examine how knowledge of Abstract Algebra becomes influential for the teaching of numerical and algebraic concepts in school 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. He is also collaborating with faculty from Rutgers University and Temple University to develop a model for designing tasks for a real analysis course with secondary teachers in mind. 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 the role of more advanced mathematics knowledge for secondary teachers)

Combinatorics Education

Dynamic Mathematics Technology and mathematics teaching

## Selected Publications

*Journal of Mathematical Behavior, X*(XX), pp. XXX. (Source listing)

*For the Learning of Mathematics, 37*(3), pp. 14-18. (Source listing)

*Mathematics Teacher Education and Development, 19*(2), pp. 81-103. (Source listing)

*Research in Mathematics Education, 19*(3), pp. 236-256. (Source listing)

*Mathematical Thinking and Learning, 19*(3), pp. 181-201. (Source listing)

*PRIMUS, 27*(6), pp. 559-578. (Source listing)

*Canadian Journal of Science Mathematics and Technology Education, 16*(1), pp. 28-47. (Source listing)

*Educational Studies in Mathematics, 90*(1), pp. 75-93. (Source listing)

Wasserman, N. (2015). A random walk: Stumbling across connections.

*Mathematics Teacher, 108*(9), pp. 686-695. (Source listing)

*PRIMUS, 24*(3), pp. 191-214. (Source listing)

*For the Learning of Mathematics, 33*(3), pp. 20-22. (Source listing)

Invited Presentations

Wasserman, N. (2016). Making advanced content courses relevant to secondary teachers: Investigating an instructional model from a real analysis course. Brown Bag Lunch Speaker Series, Graduate School of Education, Rutgers University, New Brunswick, NJ. 7 December 2016.

Wasserman, N. (2016). Addressing the dilemma of advanced mathematics in secondary teacher preparation: The case of a real analysis course. Montclair State University Colloquium Series, Department of Mathematical Sciences, Montclair State University, Montclair, NJ. 5 December 2016.

Wasserman, N. (2016). The dilemma of advanced mathematics: Instructional approaches for secondary mathematics teacher education. Current Issues in Mathematics Education Workshop, Teachers College, Columbia University, New York, NY. 20 November 2016. (.PDF)

Wasserman, N. (2016). Accommodation of teachers' knowledge of inverse functions with the group of invertible functions. Paper invited to be presented at the 13th International Congress on Mathematical Education (ICME-13), Topic Study Group 46 (Knowledge in/for teaching mathematics at secondary level). Hamburg, Germany. 29 July 2016.

Wasserman, N. (2015). Episode 1503: Nick Wasserman. MathEd Podcast: Conversations with math ed researchers. 23 February 2015. Available at: http://mathed.podomatic.com/entry/2015-02-18T07_12_33-08_00

Wasserman, N. (2014). Using pedagogical contexts to explore mathematics: A parallelogram task in teacher education. Proof Comprehension Research Group (PCRG) Seminar, Rutgers University, New Brunswick, NJ. 14 November 2014. (.PDF)

Wasserman, N. (2014). Using cognitive conflict in mathematics education. Invited talk. World Mathematical Olympiad Competition hosted by the China National Committee for the Wellbeing of the Youth (NCWY), Columbia University, New York, NY. 20 August 2014.

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. (.PDF)

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. (.PDF)

International & National Conferences

Baldinger, E., Murray, E., White, D., Broderick, S., & Wasserman, N. (2016). Exploring connections between advanced and secondary mathematics (Working Group). Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 38), Tucson, AZ. 4 November 2016.

Wasserman, N. (2016). Nonlocal mathematical knowledge for teaching. Paper presented at the Annual Conference of the International Group for the Psychology of Mathematics Education (PME 40), Szeged, Hungary. 5 August 2016.

Murray, E., & Wasserman, N. (2016). Connecting solving equations in an advanced context to secondary mathematics instruction. Paper presented at the 13th International Congress on Mathematical Education (ICME-13), Topic Study Group 46 (Knowledge in/for teaching mathematics at secondary level), Hamburg, Germany. 29 July 2016.

Ribeiro, M., Jakobsen, A., Ribeiro, A., Wasserman, N., Carrillo, J., Montes, M., & Mamolo, A. (2016). Reflecting upon different perspectives on specialized advanced mathematical knowledge for teaching. Working group at the 13th International Congress on Mathematical Education (ICME-13). Hamburg, Germany. 29 July 2016.

Lockwood, E., Wasserman, N., & McGuffey, W. (2016). *Classifying combinations: Do students distinguish between different types of combination problems?* Annual Conference on Research in Undergraduate Mathematics Education (RUME), Pittsburgh, PA. 26 February 2016.

Wasserman, N. (2016). Unpacking teachers’ moves for navigating mathematical complexities in teacher education. Association of Mathematics Teacher Educators (AMTE) Annual Conference, Irvine, CA. 29 January 2016.

Murray, E., Baldinger, E., Wasserman, N., Broderick, S., Cofer, T., White, D., & Stanish, K. (2015). Exploring connections between advanced and secondary mathematics (Working Group). Annual Conference for the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 37), East Lansing, MI. 6 November 2015.

Casey, S., Zejnullahi, R., Wasserman, N., & Champion, J. (2015). Preparing to teach statistics: Connecting subject matter and pedagogical content knowledge. United States Conference on Teaching Statistics (USCOTS). State College, PA. 29 May 2015.

Wasserman, N., Stockton, J., Weber, K., Champion, J., Waid, B., Sanfratello, A., & McCallum, W. (2015). Exploring the role of the mathematical horizon for secondary teachers. National Council for Teachers of Mathematics (NCTM) Research Conference, Boston, MA. 14 April 2015. (.PDF)

Wasserman, N., Villanueva, M., Mejia-Ramos, J.P., & Weber, K. (2015). Secondary mathematics teachers' perceptions of real analysis in relation to their teaching practices. Annual Conference for Research on Undergraduate Mathematics Education (CRUME), Pittsburgh, PA. 21 February 2015.

Wasserman, N., & Mamolo, A. (2015). Knowledge for teaching: Horizons and mathematical structures. Annual Conference for Research on Undergraduate Mathematics Education (CRUME), Pittsburgh, PA. 19 February 2015. (.PDF)

Wasserman, N., Casey, S., Champion, J., Huey, M., Sanfratello, A., & Waid, B. (2015). Exploring the impact of advanced mathematics on secondary teaching practices. Association of Mathematics Teacher Educators (AMTE) Annual Conference, Orlando, FL. 13 February 2015. (.PDF)

Wasserman, N., Mamolo, A., Ribeiro, C.M., & Jakobsen, A. (2014). Exploring horizons of knowledge for teaching. Joint meeting of PME 38 and PME-NA 36, Vancouver, Canada. 16 July 2014. (.PDF)

Casey, S., Wasserman, N.H., Wilson, D.C., Molnar, A., & Shaughnessy, J.M. (2014). Knowledge for teaching informal line of best fit. National Council for Teachers of Mathematics (NCTM) Research Presession, New Orleans, LA. 8 April 2014. (.PDF)

Wasserman, N., & Stockton, J. (2014). The impact of teachers' knowledge of group theory on early algebra teaching practices. Association of Mathematics Teacher Educators (AMTE) Annual Conference, Irvine, CA. 6 February 2014. (.PDF)

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. (.PDF)

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. (.PDF)

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. (.PDF)

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

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. (.PDF)

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. (.PDF)

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. (.PDF)

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. (.PDF)

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. (.PDF)

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. (.PDF)

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. (.PDF)

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. (.PDF)

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. (.PDF)

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

Refereed Journal Articles

Wasserman, N. (in press). Nonlocal mathematical knowledge for teaching. *Journal of Mathematical Behavior, X*(XX), pp. XXX. (Source listing)

Wasserman, N., & Galarza, P. (in press). Conceptualizing and justifying sets of outcomes with combination problems. *Investigations in Mathematics Learning, X*(XX), pp. XXX. (Source listing)

Wasserman, N., & Weber, K. (2017). Pedagogical applications from real analysis for secondary mathematics teachers. *For the Learning of Mathematics, 37*(3), pp. 14-18. (Source listing)

Wasserman, N. (2017). Exploring how understandings from abstract algebra can influence the teaching of structure in early algebra. *Mathematics Teacher Education and Development, 19*(2), pp. 81-103. (Source listing)

Wasserman, N., Casey, S., Champion, J., & Huey, M. (2017). Statistics as unbiased estimators: Exploring the teaching of standard deviation. *Research in Mathematics Education, 19*(3), pp. 236-256. (Source listing)

Wasserman, N. (2017). Math madness: Coloring, reasoning, and celebrating. *Teaching Children Mathematics, 23*(8), pp. 468-475. (Source listing)

Wasserman, N. (2017). Making sense of abstract algebra: Exploring secondary teachers' understanding of inverse functions in relatino to its group structure. *Mathematical Thinking and Learning, 19*(3), pp. 181-201. (Source listing)

Wasserman, N., Fukawa-Connelly, T., Villanueva, M., Mejia-Ramos, J. P., & Weber, K. (2017). Making real analysis relevant to secondary teachers: Building up from and stepping down to practice. *PRIMUS, 27*(6), pp. 559-578. (Source listing)

Stockton, J., & Wasserman, N. (2017). Forms of knowledge of advanced mathematics for teaching. *The Mathematics Enthusiast, 14*(1), pp. 575-606. (Source listing)

Wasserman, N., Quint, C., Norris, S. A., & Carr, T.(2017). Exploring flipped classroom instruction in Calculus III. *International Journal of Science and Mathematics Education, 15*(3), pp. 545-568. (Source listing)

*Canadian Journal of Science Mathematics and Technology Education*,

*16*(1), pp. 28-47. (Source listing)

*Educational Studies in Mathematics, 90*(1), pp. 75-93. (Source listing)

Casey, S., & Wasserman, N. (2015). Teachers' knowledge about informal line of best fit.

*Statistics Education Research Journal, 14*(1), pp. 8-35. (.PDF; Source listing)

*Mathematics Teacher, 108*(9), pp. 686-695. (Source listing)

*School, Science and Mathematics Journal, 115*(1), pp. 22-34. (.PDF; Source listing)

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

*For the Learning of Mathematics, 33*(3), pp. 20-22. (Source listing)

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. (.PDF; Source listing)

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. (.PDF)

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. (.PDF; Source listing)

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. (Source listing)

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

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. (.PDF)

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. (.PDF; Source listing)

Books and Book Chapters

*Current Issues in Mathematics Education: Materials of the American-Russian Workshop*(pp. 107-123). Bedford, MA: COMAP. (Source listing)

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. (Source listing)

Refereed Conference Papers and Proceedings

*Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education (RUME)*(pp. 1-15). San Diego, CA: RUME. (Source listing)

*Proceedings of the 37*(pp. 1368-1376). East Lansing, MI: Michigan State University.

^{th}Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA)

Wasserman, N., & Mamolo, A. (2015). Knowledge for teaching: Horizons and mathematical structure. In T. Fukawa-Connelly, N. Infante, K. Keene, and M. Zandieh (Eds.), *Proceedings of the 18 ^{th} Annual Conference on Research in Undergraduate Mathematics Education (RUME)* (pp. 1032-1036). Pittsburgh, PA: RUME.

*Proceedings of the 18*(pp. 1037-1040). Pittsburgh, PA: RUME.

^{th}Annual Conference on Research in Undergraduate Mathematics Education (RUME)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. (.PDF)

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. (.PDF)

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)*(p. 7843). Seoul, Korea: ICME-12.

Other Refereed Publications

Baldinger, E., Broderick, S., Murray, E., Wasserman, N., & White, D. (2015). Connections between abstract algebra and high school algebra: A few connections worth exploring. *American Mathematical Society (AMS) Blogs: On Teaching and Learning Mathematics *(December 10, 2015). (Source listing)

Wasserman, N. (2015). Review of the book *Getting to the common core: Using research-based strategies that empower students to own their own achievement,* by S. L. Spencer & S. Vavra. *Teachers College Record. *(Source listing)

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). (Source listing)

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). (Source listing)

Wasserman, N. (2010). Reader reflections: A fourth way to break a stick.

*Mathematics Teacher, 104*(1), pp. 9-10. (Source listing)