M.S. in Mathematics Education, Teachers College, Columbia University
B.S. in Mathematics - UTeach Program, The University of Texas at Austin
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)
Proof and deductive reasoning
Technology and mathematics teaching
Wasserman, N., & Walkington, C. (2013, in press). Exploring links between beginning UTeacher's beliefs and observed classroom practices. Teacher Education and Practice, 26(4), pp. XXX
Wasserman, N. (2014, in press). A rationale for irrationals: An unintended exploration of e. Mathematics Teacher, XX(X), pp. XXX
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., & 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.
Association of Mathematics Teacher Educators (AMTE)
Mathematical Association of America (MAA)
American Educational Research Association (AERA)
Association of Mathematics Teachers of New York State (AMTNYS)
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
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.
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.
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
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.
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 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 5031: Topics in the foundations of mathematics
Propositional and predicate calculi, set theory, axiomatics, order types, the linear continuum and Goedel's theorem.
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 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.