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Ph.D. in Mathematics Education, Teachers College, Columbia University

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

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

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 in mathematics education lie primarily in teacher education, particularly in the area of **secondary teachers’ (advanced) mathematical knowledge and development**. Simplistically, this work revolves around a central question: What does a secondary mathematics teacher, for example an algebra teacher, gain from taking advanced mathematics courses, such as abstract algebra? That is, Dr. Wasserman is particularly interested in *the intersection of a teacher’s knowledge of advanced mathematics and the practices they engage in while teaching mathematics.* Primarily, this has been in the context of two tertiary mathematics courses: *Abstract Algebra* and *Real Analysis*. As part of this work, he has collaborated with various faculty from other national and international institutions to develop an instructional model for teaching advanced mathematics courses for secondary teacher education. His research and scholarship have developed and made explicit the notion that identifying connections to the *content of school mathematics*, while important, is not the same as making connections to the *teaching of school mathematics content*.

In addition to this interest in secondary mathematics teacher education, Dr. Wasserman's scholarship also includes interests in **combinatorics education**, both at the secondary and tertiary levels, and the use of **dynamic technology** in teaching mathematics. His focus on combinatorics education explicitly considers the role that *sets of outcomes - especially set-theoretic encoded outcomes - can play in students' development of combinatorial reasoning*. He has studied the ways that different combinatorial problems might lend themselves to different models of outcomes, and how these interact with students approaches to solving problems. In terms of technology, his particular interest is in the use of *dynamic technology as a tool for instructors to design opportunities for teaching and learning mathematics*, both at the secondary and tertiary levels. This work has included exploring various dynamic technologies, creating models for dynamic technology use in particular courses, as well as designing new dynamic technologies themselves.

Wasserman, N. (2022). Re-exploring the intersection of mathematics and pedagogy. *For the Learning of Mathematics, 42*(3), 28-33. (Source listing)

Wasserman, N. (2022). Unpacking foreshadowing in mathematics teachers’ planned practices. *Educational Studies in Mathematics, 111*(3), 423-443. (Source listing)

Wasserman, N., Fukawa-Connelly, T., Weber, K., Mejia Ramos, J. P., & Abbott, S. (2022). *Understanding analysis and its connections to secondary mathematics teaching.* Cham, Switzerland: Springer. (Source listing)

Wasserman, N., & McGuffey, W. (2021). Opportunities to learn from (advanced) mathematical coursework: A teacher perspective on observed classroom practice. *Journal for Research in Mathematics Education, 52*(4), 370-406. (Source listing)

Lockwood, E., Wasserman, N., & Tillema, E. (2020). A case for combinatorics: A research commentary. *Journal of Mathematical Behavior, 59*(1), 100783. (Source listing)

Wasserman, N. (2019). Duality in combinatorial notation. *For the Learning of Mathematics, 39*(3), 16-21. (Source listing)

Wasserman, N. (Ed.) (2018). *Connecting abstract algebra *to *secondary mathematics, *for* secondary mathematics teachers.* In J. Cai and J. A. Middleton (Eds.), Research in Mathematics Education Series. Cham, Switzerland: Springer. (Source listing)

Wasserman, N., Weber, K., Fukawa-Connelly, T., & McGuffey, W. (2019). Designing advanced mathematics courses to influence secondary teaching: Fostering mathematics teachers' 'attention to scope'. *Journal of Mathematics Teacher Education, 22*(4), 379-406. (Source listing; Correction to article)

Wasserman, N., Weber, K., Villanueva, M., & Mejia-Ramos, J. P. (2018). Mathematics teachers' views about the limited utility of real analysis: A transport model hypothesis. *Journal of Mathematical Behavior, 50*(1), 74-89. (Source listing)

Wasserman, N. (2018). Knowledge of nonlocal mathematics for teaching. *Journal of Mathematical Behavior, 49*(1), 116-128. (Source listing)

Lockwood, E., Wasserman, N., & McGuffey, W. (2018). Classifying combinations: Investigating undergraduate students' responses to different categories of combination problems. *International Journal of Research in Undergraduate Mathematics Education, 4*(2), 305-322. (Source listing)

Wasserman, N., & Weber, K. (2017). Pedagogical applications from real analysis for secondary mathematics teachers. *For the Learning of Mathematics, 37*(3), 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), 81-103. (Source listing)

Wasserman, N. (2017). Making sense of abstract algebra: Exploring secondary teachers' understanding of inverse functions in relation to its group structure. *Mathematical Thinking and Learning, 19*(3), 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), 559-578. (Source listing)

Wasserman, N. (2016). Abstract algebra for algebra teaching: Influencing school mathematics instruction. *Canadian Journal of Science Mathematics and Technology Education, 16*(1), 28-47. (Source listing)

Wasserman, N. (2015). Unpacking teachers' moves in the classroom: Navigating micro- and macro-levels of mathematical complexity. *Educational Studies in Mathematics, 90*(1), 75-93. (Source listing)

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

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

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

**2021 Faculty Teaching Award, Honorable Mention** · Teachers College, Columbia University, 2021

**Fulbright Specialist Roster Candidate** · U.S. Department of State, Bureau of Educational and Cultural Affairs (ECA), 2019-2022

**Outstanding Reviewer** · *Journal for Research in Mathematics Education *(JRME), 2018

**Best Paper Award** (“Leveraging real analysis to foster pedagogical practices”) · Annual Conference on Research in Undergraduate Mathematics Education (RUME), San Diego, CA, 2017

**STaR Fellow** · Service, Teaching, and Research (STaR) Program for Early Career Mathematics Educators, 2012-2013

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

Plenary Presentations

Wasserman, N. (upcoming). *Bridging the teacher education divide: Possibilities for university mathematics courses*. Annual Conference of the Korea Society of Educational Studies in Mathematics. Seoul, South Korea. 4 November 2022.

Wasserman, N. (2022). *Leveraging mathematical practice to develop pedagogy in advanced mathematical coursework*. Mathematics Education Forum Research Day 2022, Fields Institute for Research in Mathematical Sciences, Toronto, Canada. 29 January 2022.

Wasserman, N. (2021). *Preparing teachers through advanced mathematical coursework*. Northeastern Conference on Research in Undergraduate Mathematics Education. 20 November 2021.

Invited Presentations

Wasserman, N. (upcoming). *XXXX*. International Online Seminar: From University Mathematics to Mathematics Education, Laboratoire de Didactique André Revuz and Institut Montpelliérain Alexander Grothendieck, University of Rouen Normandie and University of Montpellier, France. 12 September 2022.

Wasserman, N. (2022). *Mejorando la preparación de los profesores a través de sus cursos de matemáticas avanzado*. Conferencia Pública, Pontificia Universidad Católica de Chile, Pontificia Universidad Católica de Valparaíso, y Fundación Columbia University Global Center en Chile, Santiago, Chile. 22 June 2022.

Wasserman, N. (2022). *Investigando cursos matemáticas en la formación de profesores de matemáticas*. Seminario de Didáctica de la Matemática, del Programa de Doctorado en Didáctica de la Matemática, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile. 6 June 2022.

Wasserman, N. (2021). *Pedagogical Mathematical Practices as a way to develop pedagogy from mathematics coursework*. Mathematics Courses Designed to Develop Mathematical Knowledge for Teaching (AMS Special Session), Joint Mathematics Meetings of the MAA and AMS, Washington D.C. 6 January 2021.

Wasserman, N. (2020). Secondary mathematics teachers’ *pedagogical *learning: Pedagogical mathematical practices in university mathematics courses. Seminar on Mathematics Education, Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel. 22 November 2020.

Wasserman, N. (2020). Secondary mathematics teachers’ *mathematical *learning: Expanding mathematical connections in university mathematics courses. Seminar on Mathematics Education, Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel. 8 November 2020.

Wasserman, N. (2020). Secondary mathematics teachers’ *pedagogical *learning: Pedagogical mathematical practices as a way to develop pedagogy from university mathematics courses. Center for Research in Mathematics Education Seminar Series, Seoul National University, Seoul, South Korea. 31 October 2020.

Wasserman, N. (2020). Secondary mathematics teachers’ *mathematical *learning: Connecting to classroom teaching as a way to develop mathematics from university mathematics courses. Center for Research in Mathematics Education Seminar Series, Seoul National University, Seoul, South Korea. 17 October 2020.

Wasserman, N. (2020). *Episode 17: Connecting secondary teaching to advanced mathematics.* Teaching Math Teaching podcast (sponsored by the Association of Mathematics Teacher Educators (AMTE)). 8 July 2020. Available at: https://www.teachingmathteachingpodcast.com/17

Wasserman, N. (2020). Connecting advanced to secondary mathematics, for secondary mathematics teachers. Seminario de Didáctica de la Matemática, Instituto de Matemáticas, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile. 11 May 2020.

Wasserman, N., Holbert, N., & Blikstein, P. (2020). Classes in Corona [Audio podcast]. The Blue Jay, The Blue and White, The Undergraduate Magazine of Columbia University. May 2020 (Vol. XXVI No. II). Available at: https://open.spotify.com/episode/5g8ClNZTbELSkL7foQiKVP

Cook, J. P., Heid, M. K., Smith, J. P., Zazkis, R., & Wasserman, N. (2019). *Connecting abstract algebra to secondary mathematics, for secondary mathematics teachers.* Program in Mathematics Colloquium Series, Teachers College, Columbia University. 7 October 2019.

Heid, M. K., Lai, Y., Wasserman, N., & Zazkis, R. (2019). *Panel: Connecting advanced and secondary mathematics.* Connecting Advanced and Secondary Mathematics (CASM) Conference, Minneapolis, Minnesota. 20 May 2019.

Dawkins, P., Inglis, M., & Wasserman, N. (2019). *The use(s) of ‘is’ in mathematics*. Joint Mathematics Meetings of the MAA and AMS, Baltimore, MA. 19 January 2019.

Wasserman, N. (2018). *Using discrete mathematics problems in secondary teaching.* Math for America (MƒA) Mini-Course (3 sessions)**,** New York, NY. Fall 2018.

Wasserman, N. (2018). *Don’t forget discrete mathematics!* National Council of Teachers of Mathematics (NCTM) Annual Meeting, Washington D.C. 26 April 2018.

Wasserman, N., Weber, K., & McGuffey, W. (2018). *Leveraging real analysis to foster pedagogical practices.* Joint Mathematics Meetings of the MAA and AMS, San Diego, CA. 13 January 2018.

Wasserman, N. (2017). *Applying ideas from real analysis to secondary teaching.* Math for America (MƒA) Mini-Course (3 sessions)**,** New York, NY. Fall 2017.

Wasserman, N. (2017). *Designing advanced mathematics courses for secondary teachers: Connecting to their future professional work in the classroom.* Mathematics for Future Teachers: A one-day conference on designing and teaching mathematics courses for pre-service teachers, Rutgers University, New Brunswick, NJ. 11 May 2017.

Wasserman, N. (2017). *What can we learn for teaching from studying advanced mathematics?* Special Seminar, Simon Fraser University, Vancouver, British Columbia. 24 January 2017.

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.

Wasserman, N. (2016). *Accommodation of teachers’ knowledge of inverse functions with the group of invertible functions*. Paper invited to be presented at the 13^{th} 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 foster teachers’ mathematical development and practices.* Joint Seminar in Mathematics Education of Stony Brook University and Teachers College, Teachers College, Columbia University, New York, NY. 5 December 2014.

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.* Opening keynote address. 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)

**Refereed Presentations: International and National Conferences**

Wasserman, N. (upcoming). *An exploration of Pedagogical Mathematical Practices from a teacher perspective*. Association of Mathematics Teacher Educators (AMTE) Annual Conference, New Orleans, LA. XX February 2023.

Wasserman, N. (2022). *Planning for mathematically coherent instruction: Four ‘foreshadowing’ practices*. Association of Mathematics Teacher Educators (AMTE) Annual Conference, Las Vegas, NV. 12 February 2022.

Wasserman, N. (2022). *Focusing mathematical coursework on developing practice: An exploration of pedagogical mathematical practices*. Association of Mathematics Teacher Educators (AMTE) Annual Conference, Las Vegas, NV. 10 February 2022.

Wasserman, N., Weber, K., Mejia-Ramos, J. P., & Fukawa-Connelly, T. (2021). *Upgrading learning for teachers in real analysis (ULTRA): An instructional model for secondary teacher education*. Long oral presentation at the 14^{th} International Congress on Mathematical Education (ICME-14), Topic Study Group 33 (Knowledge in/for teaching mathematics at secondary level), Shanghai, China. 17 July 2021.

Mirin, A., Weber, K., & Wasserman, N. (2021). *What is a function? *Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 42), Mazatlán, Mexico. 29 May 2021.

Fukawa-Connelly, T., Wasserman, N., Weber, K., & Mejia-Ramos, J. P. (2019). *Upgrading Learning for Teachers in Real Analysis (ULTRA): A curriculum project.* Poster presented at the Annual Conference on Research in Undergraduate Mathematics Education (RUME), Oklahoma City, OK. 2 March 2019.

Wasserman, N., Zazkis, R., Baldinger, E., Marmur, O., & Murray, E. (2019). *Points of connection to secondary teaching in undergraduate mathematics courses*. Annual Conference on Research in Undergraduate Mathematics Education (RUME), Oklahoma City, OK. 2 March 2019.

Wasserman, N. (2019). *Content courses for secondary teachers: Teachers’ attributions for influencing teaching practice*. Association of Mathematics Teacher Educators (AMTE) Annual Conference, Orlando, FL. 7 February 2019.

Wasserman, N. (2018). *Exploring the secondary teaching of functions in relation to the learning of abstract algebra*. Annual Conference on Research in Undergraduate Mathematics Education (RUME), San Diego, CA. 24 February 2018.

Weber, K., Wasserman, N., Mejia-Ramos, J. P., & Fukawa-Connelly, T. (2018). *Connecting the study of advanced mathematics to the teaching of secondary mathematics: Implications for teaching inverse trigonometric functions*. Annual Conference on Research in Undergraduate Mathematics Education (RUME), San Diego, CA. 22 February 2018.

Dawkins, P., Inglis, M., & Wasserman, N. (2018). *The use(s) of ‘is’ in mathematics*. Annual Conference on Research in Undergraduate Mathematics Education (RUME), San Diego, CA. 22 February 2018.

Wasserman, N., & McGuffey, W. (2018). *Advanced mathematics courses for secondary teachers: An instructional model for connecting to secondary teaching practice*. Association of Mathematics Teacher Educators (AMTE) Annual Conference, Houston, TX. 8 February 2018.

Wasserman, N., Weber, K., Mejia-Ramos, J. P., & Fukawa-Connelly, T. (2018). *Designing real analysis courses for secondary mathematics teachers.* Joint Mathematics Meetings of the MAA and AMS, San Diego, CA. 11 January 2018.

Wasserman, N., Fukawa-Connelly, T., & Weber, K. (2017). *Leveraging real analysis to foster pedagogical practices.* National Council of Teachers of Mathematics (NCTM) Research Conference, San Antonio, TX. 5 April 2017.

Wasserman, N., Weber, K., & McGuffey, W. (2017). *Leveraging real analysis to foster pedagogical practices.* Annual Conference on Research in Undergraduate Mathematics Education (RUME), San Diego, CA. 23 February 2017.

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 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 13^{th} 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 13^{th} 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 Meeting of 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 Conferences 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 of 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 practice*. Annual Conference on Research in Undergraduate Mathematics Education (RUME), Pittsburgh, PA. 21 February 2015.

Wasserman, N., & Mamolo, A. (2015). *Knowledge for teaching: Horizons and mathematical structures.* Annual Conference on Research in Undergraduate Mathematics Education (RUME), 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 International Group for the Psychology of Mathematics Education (PME 38) and North American Chapter of the Psychology of Mathematics Education (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 of 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). *Group theory’s effect on mathematical knowledge for teaching*. Poster presented at National Council for Teachers of Mathematics (NCTM) Research Presession, Denver, CO. 15 April 2013. (.PDF)

Wasserman, N. (2013). *A rationale for irrationals: Convincing students they exist.* National Council of 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*. Annual Conference on Research in Undergraduate Mathematics Education (RUME), Denver, CO. 22 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 (MAA) MathFest. Madison, Wisconsin. 4 August 2012. (.PDF)

Wasserman, N., & Walkington, C. (2012). *Exploring links between beginning UTeachers’ 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)

**Refereed Presentations: 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., & Ham, E. (2011). *A question of when, for beginning mathematics teachers*. National Council of Teachers of Mathematics (NCTM) Regional Conference, Atlantic City, NJ. 21 October 2011.

Welch, A., Wright, R., Wasserman, N., & Garcia, K. (2011). *UTeach Graduates Roundtable*. UTeach Institute Annual Conference, University of Texas at Austin, Austin, TX. 24 May 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., & Ham, E. (2010). *A question of “When?” for beginning mathematics teachers.* Association of Mathematics Teachers of New York State (AMTNYS) Annual Conference, Saratoga Springs, NY. 13 November 2010.

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, University of Texas at Austin, Austin, TX. November 2006.

**Books**

Wasserman, N., Fukawa-Connelly, T., Weber, K., Mejia-Ramos, J. P., & Abbott, S. (2022). *Understanding analysis and its connections to secondary mathematics teaching*. Cham, Switzerland: Springer. (Source listing)

Karp, A., & Wasserman, N. (2015). *Mathematics in middle and secondary schools: A problem solving approach.* Charlotte, NC: Information Age Publishing Inc. (Source listing)

**Edited Works**

Buchbinder, O., Wasserman, N., & Buchholtz, N. (Eds.) (in preparation). *Special issue: Exploring and strengthening university mathematics courses for secondary teacher preparation.* ZDM – Mathematics Education, 55(4).

Wasserman, N. (Ed.) (2018). *Connecting abstract algebra *to* secondary mathematics, *for* secondary mathematics teachers.* In J. Cai and J. A. Middleton (Eds.), Research in Mathematics Education Series. Cham, Switzerland: Springer. (Source listing)

**Book Chapters**

Lai, Y., Wasserman, N., Strayer, J. F., Casey, S., Weber, K., Fukawa-Connelly, T., & Lischka, A. (accepted). Making advanced mathematics work in secondary teacher education. In B. Benken (Ed.), *Reflection on past, present and future: Paving the way for the future of mathematics teacher education*, AMTE Professional Book Series (Vol. 5) (pp. XXX). Charlotte, NC: IAP.

Wasserman, N. (in press). Mathematical challenge in connecting advanced and secondary mathematics: Recognizing binary operations as functions. In R. Leikin, C. Christou, A. Karp, D. Pitta-Pantazi, & R. Zazkis (Eds.), *Mathematical challenge for all*, Research in Mathematics Education Series (pp. XXX). Cham, Switzerland: Springer.

Wasserman, N. (2018). Exploring advanced mathematics courses and content for secondary mathematics teachers. In N. Wasserman (Ed.), *Connecting abstract algebra *to* secondary mathematics, *for* secondary mathematics teachers*, Research in Mathematics Education (pp. 1-15). Cham, Switzerland: Springer. (Source listing)

Wasserman, N., & Galarza, P. (2018). Exploring an instructional model for designing modules for secondary mathematics teachers in an abstract algebra course. In N. Wasserman (Ed.), *Connecting abstract algebra *to* secondary mathematics, *for* secondary mathematics teachers,* Research in Mathematics Education (pp. 335-361). Cham, Switzerland: Springer. (Source listing)

Wasserman, N. (2017). The dilemma of advanced mathematics: Instructional approaches for secondary mathematics teacher education. In A. Karp (Ed.), *Current issues in mathematics education: Materials of the American-Russian workshop* (pp. 107-123)*.* Bedford, MA: The Consortium for Mathematics and Its Applications (COMAP). (Source listing)

Wasserman, N. (2015). Bringing dynamic geometry to three dimensions: The use of SketchUp in mathematics education. In D. Polly (Ed.), *Cases on technology integration in mathematics education* (pp. 68-99). Hershey, PA: IGI-Global. (Source listing)

**Refereed Journal Articles**

Wasserman, N. (2022). Re-exploring the intersection of mathematics and pedagogy. *For the Learning of Mathematics, 42*(3), 28-33. (Source listing)

Wasserman, N. (2022). Unpacking foreshadowing in mathematics teachers’ planned practices. *Educational Studies in Mathematics, 111*(3), 423-443. (Source listing)

Mirin, A., Milner, F., Wasserman, N., & Weber, K. (2021). On two definitions of ‘function’. *For the Learning of Mathematics, 41*(3), 22-24. (Source listing)

Wasserman, N., & McGuffey, W. (2021). Opportunities to learn from (advanced) mathematical coursework: A teacher perspective on observed classroom practice. *Journal for Research in Mathematics Education, 52*(4), 370-406. (Source listing)

Lockwood, E., Wasserman, N., & Tillema, E. (2020). A case for combinatorics: A research commentary. *Journal of Mathematical Behavior, 59*(1), 100783. (Source listing)

Weber, K., Mejia-Ramos, J. P., Fukawa-Connelly, T., & Wasserman, N. (2020). Connecting the learning of advanced mathematics with the teaching of secondary mathematics: Inverse functions, domain restrictions, and the arcsine function. *Journal of Mathematical Behavior, 57*(1), 100752. (Source listing)

Fukawa-Connelly, T., Mejia-Ramos, J. P., Wasserman, N., & Weber, K. (2020). An evaluation of ULTRA: An experimental real analysis course built on a transformative theoretical model. *International Journal of Research in Undergraduate Mathematics Education*, *6*(2), 159-185. (Source listing)

Wasserman, N. (2019). Duality in combinatorial notation. *For the Learning of Mathematics, 39*(3), 16-21. (Source listing)

Wasserman, N., Weber, K., Fukawa-Connelly, T., & McGuffey, W. (2019). Designing advanced mathematics courses to influence secondary teaching: Fostering mathematics teachers' 'attention to scope'. *Journal of Mathematics Teacher Education, 22*(4), 379-406. (Source listing; Correction to article)

McGuffey, W., Quea, R., Weber, K., Wasserman, N., Fukawa-Connelly, T., & Mejia-Ramos, J. P. (2019). Pre- and in-service teachers’ perceived value of an experimental real analysis course for teachers. *International Journal of Mathematical Education in Science and Technology*, *50*(8), 1166-1190. (Source listing)

Dawkins, P., Inglis, M., & Wasserman, N. (2019). The use(s) of ‘is’ in mathematics. *Educational Studies in Mathematics, 100*(2), 117-137. (Source listing)

Wasserman, N., & Galarza, P. (2019). Conceptualizing and justifying sets of outcomes with combination problems. *Investigations in Mathematics Learning, 11*(2), 83-102. (Source listing)

Wasserman, N., Weber, K., Villanueva, M., & Mejia-Ramos, J. P. (2018). Mathematics teachers' views about the limited utility of real analysis: A transport model hypothesis. *Journal of Mathematical Behavior, 50*(1), 74-89. (Source listing)

Lockwood, E., Wasserman, N., & McGuffey, W. (2018). Classifying combinations: Investigating undergraduate students' responses to different categories of combination problems. *International Journal of Research in Undergraduate Mathematics Education, 4*(2), 305-322. (Source listing)

Huey, M. E., Champion, J., Casey, S., & Wasserman, N. (2018). Secondary mathematics teachers' planned approaches for teaching standard deviation. *Statistics Education Research Journal, 17*(1), 61-84. (Source listing)

Wasserman, N. (2018). Knowledge of nonlocal mathematics for teaching. *Journal of Mathematical Behavior, 49*(1), 116-128. (Source listing)

Wasserman, N., & Weber, K. (2017). Pedagogical applications from real analysis for secondary mathematics teachers. *For the Learning of Mathematics, 37*(3), 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), 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), 236-256. (Source listing)

Wasserman, N. (2017). Making sense of abstract algebra: Exploring secondary teachers' understanding of inverse functions in relation to its group structure. *Mathematical Thinking and Learning, 19*(3), 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), 559-578. (Source listing)

Stockton, J., & Wasserman, N. (2017). Forms of knowledge of advanced mathematics for teaching. *The Mathematics Enthusiast, 14*(1), 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), 545-568. (Source listing)

Wasserman, N. (2016). Abstract algebra for algebra teaching: Influencing school mathematics instruction. *Canadian Journal of Science Mathematics and Technology Education*, *16*(1), 28-47. (Source listing)

Wasserman, N. (2015). Unpacking teachers' moves in the classroom: Navigating micro- and macro-levels of mathematical complexity. *Educational Studies in Mathematics, 90*(1), 75-93. (Source listing)

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

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), 22-34. (.PDF; Source listing)

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

Wasserman, N. (2014). Introducing algebraic structures through solving equations: Vertical content knowledge for K-12 mathematics teachers. *PRIMUS, 24*(3), 191-214. (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), 70-96. (Source listing)

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

**Refereed Professional Journal Articles**

Wasserman, N. (2020). Dynamically reconstructed proof visualizations in real analysis. *Electronic Journal of Mathematics and Technology, 14*(1), 38-49. (Source listing)

Wasserman, N., Weber, K., Fukawa-Connelly, T., & Mejia-Ramos, J. P. (2020). Area-preserving transformations: Cavalieri in 2D. *Mathematics Teacher: Learning and Teaching PK-12, 113*(1), 53-60. (Source listing)

Murray, E., Baldinger, E., Wasserman, N., Broderick, S., & White, D. (2017). Connecting advanced and secondary mathematics. *Issues in the Undergraduate Mathematics Preparation of School Teachers* (Vol. 1, August 2017), 1-10. (Source listing)

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

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

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

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), 27-34. (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), 9-14. (.PDF)

Wasserman, N., & Arkan, I. (2011). Technology Tips: An Archimedean walk. *Mathematics Teacher, 104*(9), May 2011, 710-715. (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), 6-7. (Source listing)

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

Wasserman, N. (2011). Partition and iteration in Algebra: Intuition with linearity. *Association of Mathematics Teachers of New York State Journal, 61*(1), 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), 12-16. (Source listing)

**Refereed Conference Papers and Proceedings**

Mirin, A., Weber, K., & Wasserman, N. (2020). What is a function? In A. I. Sacristán, J. C. Cortés-Zavala, & P. M. Ruiz-Arias (Eds.), *Proceedings of the 42 ^{nd} Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) *(pp. 1156-1164). Mazatlán, Mexico: PME-NA. (Source listing)

Wasserman, N., Zazkis, R., Baldinger, E., Marmur, O., & Murray, E. (2019). Points of connection to secondary teaching in undergraduate mathematics courses. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), *Proceedings of the 22 ^{nd} Annual Conference on Research in Undergraduate Mathematics Education (RUME)* (pp. 819-826). Oklahoma City, OK: RUME. (Source listing)

Wasserman, N. (2018). Exploring the secondary teaching of functions in relation to the learning of abstract algebra. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), *Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (RUME)* (pp. 687-694). San Diego, CA: RUME. (Source listing)

Weber, K., Wasserman, N., Mejia-Ramos, J. P., & Fukawa-Connelly, T. (2018). Connecting the study of advanced mathematics to the teaching of secondary mathematics: Implications for teaching inverse trigonometric functions. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), *Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (RUME)* (pp. 643-651). San Diego, CA: RUME. (Source listing)

Dawkins, P., Inglis, M., & Wasserman, N. (2018). The use(s) of ‘is’ in mathematics. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), *Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (RUME)* (pp. 500-507). San Diego, CA: RUME. (Source listing)

Wasserman, N., Weber, K., & McGuffey, W. (2017). Leveraging real analysis to foster pedagogical practices. **[2017 RUME Best Paper Award.]** In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), *Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education (RUME)* (pp. 1-15). San Diego, CA: RUME. (Source listing)

Baldinger, E., Murray, E., White, D., Broderick, S., & Wasserman, N. (2016). Exploring connections between advanced and secondary mathematics. In M. B. Wood, E. E. Turner, M. Civil, and J. A. Eli (Eds.), *Proceedings of the 38 ^{th} Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA)* (pp. 1633-1640). Tucson, AZ: The University of Arizona.

Wasserman, N. (2016). Nonlocal mathematical knowledge for teaching. In C. Csíkos, A. Rausch, and J. Szitányi (Eds.), *Proceedings of the 40 ^{th} Conference of the International Group for the Psychology of Mathematics Education (PME) *(Vol. 4, pp. 379–386). Szeged, Hungary: PME.

Lockwood, E., Wasserman, N., & McGuffey, W. (2016). Classifying combinations: Do students distinguish between different categories of combination problems? In. T. Fukawa-Connelly, N. E. Infante, M. Wawro, and S. Brown (Eds.), *Proceedings of the 19 ^{th} Annual Conference on Research in Undergraduate Mathematics Education (RUME) *(pp. 296-309). Pittsburgh, PA: RUME. (Source listing)

Murray, E., Baldinger, E., Wasserman, N., Broderick, S., Cofer, T., White, D., & Stanish, K. (2015). Exploring connections between advanced and secondary mathematics. In Bartell, T.G., Bieda, K.N., Putnam, R.T., Bradfield, K., & Dominguez, H. (Eds.), *Proceedings of the 37 ^{th} Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA)*(pp. 1368-1376). East Lansing, MI: Michigan State University.

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. (Source listing)

Wasserman, N., Villanueva, M., Mejia-Ramos, J.P., & Weber, K. (2015). Secondary mathematics teachers’ perceptions of real analysis in relation to their teaching practices. 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. 1037-1040). Pittsburgh, PA: RUME. (Source listing)

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. (.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.

**Professional Resources, Reviews, and Other Scholarship**

Wasserman, N., Holbert, N., & Blikstein, P. (2020). Will the coronavirus infect education, too? *New York Daily News*, 8 April 2020. Op ed. (Source listing)

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)

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, 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). (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), 9-10. (Source listing)