Nick Wasserman
Office Location:
323B ThmpsOffice Hours:
Spring 2026: Mon 3:30-5:00pm & Tues 3:30-5:00pm, and by appointment911爆料网 Affiliations:
Faculty Expertise:
Educational Background
Ph.D. in Mathematics Education, 911爆料网
M.S. in Mathematics Education, 911爆料网
B.S. in Mathematics (UTeach Program), The University of Texas at Austin
Scholarly Interests
Dr. Wasserman's scholarly interests in mathematics education lie primarily in teacher education, particularly in the area of secondary teachers鈥� (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鈥檚 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.
Selected Publications
Wasserman, N., Buchbinder, O., & Buchholtz, N. (2023). Making university mathematics matter for secondary teacher preparation. ZDM – Mathematics Education, 55(4), 719-736. ()
Wasserman, N. (2022). Re-exploring the intersection of mathematics and pedagogy. For the Learning of Mathematics, 42(3), 28-33. ()
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. ()
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. ()
Lockwood, E., Wasserman, N., & Tillema, E. (2020). A case for combinatorics: A research commentary. Journal of Mathematical Behavior, 59(1), 100783. ()
Wasserman, N. (2019). Duality in combinatorial notation. For the Learning of Mathematics, 39(3), 16-21. ()
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. ()
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. (; )
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. ()
Wasserman, N. (2018). Knowledge of nonlocal mathematics for teaching. Journal of Mathematical Behavior, 49(1), 116-128. ()
Wasserman, N., & Weber, K. (2017). Pedagogical applications from real analysis for secondary mathematics teachers. For the Learning of Mathematics, 37(3), 14-18. ()
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. ()
Wasserman, N. (2016). Abstract algebra for algebra teaching: Influencing school mathematics instruction. Canadian Journal of Science Mathematics and Technology Education, 16(1), 28-47. ()
Wasserman, N. (2015). A random walk: Stumbling across connections. Mathematics Teacher, 108(9), 686-695. ()
Honors and Awards
2021 Faculty Teaching Award, Honorable Mention 路 911爆料网, 2021
Fulbright Specialist 路 U.S. Department of State, Bureau of Educational and Cultural Affairs (ECA), 2019-2022
Outstanding Reviewer&苍产蝉辫;路&苍产蝉辫;Journal for Research in Mathematics Education (JRME), 2018
Best Paper Award (鈥淟everaging real analysis to foster pedagogical practices鈥�) 路 Annual Conference on Research in Undergraduate Mathematics Education (RUME), San Diego, CA, 2017
STaR Fellow 路 Service, Teaching, and Research (STaR) Program for Early Career Mathematics Educators, 2012-2013
MST Doctoral Writing Scholarship Award 路 Department of Mathematics, Science and Technology (MST), 911爆料网, New York, NY, October 2010
R.L. Moore Award for Best Inquiry Lesson 路 University of Texas at Austin, Austin, TX, April 2008
Professional Presentations
Plenary Presentations
Wasserman, N. (2023). Strengthening the role of practice in mathematics teacher education: Opportunities for university mathematics courses. Congreso Iberoamericano sobre conocimiento especializado del professor de matem谩ticas (CIMTSK-VI). Valpara铆so, Chile. 10 November 2023.
Wasserman, N. (2022). 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
Buchbinder, O., Wasserman, N., & Buchholtz, N. (2023). Exploring and strengthening university mathematics courses for secondary teacher preparation. ZDM 鈥� Mathematics Education Webinar Series. 28 September 2023.
Wasserman, N. (2023). Mejorando la preparaci贸n de los profesores a trav茅s de sus cursos de matem谩ticas avanzado. Seminario en Educaci贸n Matem谩tica, Programa de Maestr铆a y Doctorado en Educaci贸n Matem谩tica, Universidad Antonio Nari帽o, Bogota, Colombia. 9 August 2023.
Wasserman, N. (2022). STEM in Education. Workshop for Kazakhstan Visiting Scholars Program, 911爆料网, New York, NY. 9 December 2022.
Wasserman, N. (2022). Upgrading Learning for Teachers in Real Analysis: A Look at Diversifying Content Connections to Counter Klein鈥檚 Second Discontinuity. International Online Seminar: From University Mathematics to Mathematics Education, Laboratoire de Didactique Andr茅 Revuz and Institut Montpelli茅rain Alexander Grothendieck, University of Rouen Normandie and University of Montpellier, France. 12 September 2022.
Wasserman, N. (2022). Mejorando la preparaci贸n de los profesores a trav茅s de sus cursos de matem谩ticas avanzado. Conferencia P煤blica, Pontificia Universidad Cat贸lica de Chile, Pontificia Universidad Cat贸lica de Valpara铆so, y Fundaci贸n Columbia University Global Center en Chile, Santiago, Chile. 22 June 2022.
Wasserman, N. (2022). Investigando cursos matem谩ticas en la formaci贸n de profesores de matem谩ticas. Seminario de Did谩ctica de la Matem谩tica, del Programa de Doctorado en Did谩ctica de la Matem谩tica, Pontificia Universidad Cat贸lica de Valpara铆so, Valpara铆so, 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鈥� 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鈥� 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鈥� 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鈥� 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:
Wasserman, N. (2020). Connecting advanced to secondary mathematics, for secondary mathematics teachers. Seminario de Did谩ctica de la Matem谩tica, Instituto de Matem谩ticas, Pontificia Universidad Cat贸lica de Valpara铆so, Valpara铆so, 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:
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, 911爆料网. 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 鈥榠s鈥� 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 (M茠A) Mini-Course (3 sessions), New York, NY. Fall 2018.
Wasserman, N. (2018). Don鈥檛 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 (M茠A) 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, 911爆料网, New York, NY. 20 November 2016.
Wasserman, N. (2016). Accommodation of teachers鈥� 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:
Wasserman, N. (2014). Using pedagogical contexts to foster teachers鈥� mathematical development and practices. Joint Seminar in Mathematics Education of Stony Brook University and Teachers College, 911爆料网, 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. ()
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. ()
Wasserman, N. (2012). Mathematics and teaching: Teachers鈥� 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. ()
Refereed Presentations: International and National Conferences
Wasserman, N. (2024). Possibilities for a 3-D representation of function composition to foster graphical conceptions. Oral communication at the 15th International Congress on Mathematical Education (ICME-15), Topic Study Group 3.5 (Visualization and embodiment in mathematics education), Sydney, Australia. 10 July 2024.
LaPlace, E. , Chen, Y. , Wasserman, N., & Paoletti, T. (2024). Exploring graphical reasoning from revised responses to function composition tasks. Annual Conference on Research in Undergraduate Mathematics Education (RUME), Omaha, NE. 23 February 2024.
Lai, Y., Wasserman, N., Strayer, J. F., Casey, S., Weber, K., Fukawa-Connelly, T., & Lischka, A. E. (2024). Representing learning in advanced mathematics courses for secondary mathematics teachers. Annual Conference on Research in Undergraduate Mathematics Education (RUME), Omaha, NE. 23 February 2024.
Wasserman, N. (2024). Fostering a graphical conceptualization of function composition with a 3D representational tool. Association of Mathematics Teacher Educators (AMTE) Annual Conference, Orlando, FL. 10 February 2024.
Delgado-Rebolledo, R., Zakaryan, D., & Wasserman, N. (2023). Una aproximaci贸n a las conexiones entre el MTSK y las pr谩cticas matem谩ticas pedag贸gicas. Congreso Iberoamericano sobre conocimiento especializado del professor de matem谩ticas (CIMTSK-VI). Valpara铆so, Chile. 9 November 2023.
Chen, Y., Wasserman, N., Paoletti, T., & LaPlace, E. (2023). Exploring students鈥� responses to composing functions given two graphs. National Council of Teachers of Mathematics (NCTM) Research Conference, Washington, D.C. 25 October 2023.
Pinto, A., Buchbinder, O., & Wasserman, N. (2023). The affordances of advanced mathematics for secondary mathematics teaching: Comparing research approaches and theoretical perspectives (Working Group). Annual Conference of International Group for the Psychology of Mathematics Education (PME 46), Haifa, Israel. 17 July 2023.
Chen, Y., Wasserman, N., & Paoletti, T. (2023). Exploring geometric reasoning with function composition. Annual Conference on Research in Undergraduate Mathematics Education (RUME), Omaha, NE. 25 February 2023.
Wasserman, N. (2023). An exploration of Pedagogical Mathematical Practices from a teacher perspective. Association of Mathematics Teacher Educators (AMTE) Annual Conference, New Orleans, LA. 3 February 2023.
Wasserman, N. (2022). Planning for mathematically coherent instruction: Four 鈥榝oreshadowing鈥� 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 14th 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), Mazatl谩n, 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鈥� 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 鈥榠s鈥� 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 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鈥� 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. ()
Wasserman, N., Villanueva, M., Mejia-Ramos, J. P., & Weber, K. (2015). Secondary mathematics teachers鈥� 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. ()
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. ()
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. ()
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. ()
Wasserman, N., & Stockton, J. (2014). The impact of teachers鈥� knowledge of group theory on early algebra teaching practices. Association of Mathematics Teacher Educators (AMTE) Annual Conference, Irvine, CA. 6 February 2014. ()
Wasserman, N., & Stockton, J. (2013). Group theory鈥檚 effect on mathematical knowledge for teaching. Poster presented at National Council for Teachers of Mathematics (NCTM) Research Presession, Denver, CO. 15 April 2013. ()
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. ()
Wasserman, N., & Williams-Rossi, D. (2013). Discussing proof in STEM fields: Mathematics and science teachers鈥� 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鈥� 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 鈥榝lipped鈥� instructional model in an undergraduate Calculus III course. Annual Conference on Research in Undergraduate Mathematics Education (RUME), Denver, CO. 22 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 (MAA) MathFest. Madison, Wisconsin. 4 August 2012. ()
Wasserman, N., & Walkington, C. (2012). Exploring links between beginning UTeachers鈥� 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. ()
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. ()
Wasserman, N., & Ham, E. (2010). A question of 鈥淲hen?鈥� 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. ()
Wasserman, N. (2006). Stacking paper cups. UTeach professional development, University of Texas at Austin, Austin, TX. November 2006.
Publications
Authored 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. ()
Karp, A., & Wasserman, N. (2015). Mathematics in middle and secondary schools: A problem solving approach. Charlotte, NC: Information Age Publishing Inc. ()
Edited Books and Collections
Buchbinder, O., Wasserman, N., & Buchholtz, N. (Eds.) (2023). Special issue: Exploring and strengthening university mathematics courses for secondary teacher preparation. ZDM 鈥� 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. ()
Book Chapters
Wasserman, N., & Dawkins, P. (in press). University geometry courses as part of teacher education: Empirically grounding the SLOs. In A. Brown, P. Herbst, N. Miller, & L. Pyzdrowski (Eds.), The GeT course: Resources and objectives for the Geometry Courses for Teachers (pp. XXX). XXX.
Lai, Y., Wasserman, N., Strayer, J. F., Casey, S., Weber, K., Fukawa-Connelly, T., & Lischka, A. (2024). Making advanced mathematics work in secondary teacher education. In B. Benken (Ed.), The AMTE Handbook of mathematics teacher education: Reflection on past, present and future 鈥� paving the way for the future of mathematics teacher education, AMTE Professional Book Series (Vol. 5) (pp. 199-218). Charlotte, NC: IAP.
Wasserman, N. (2023). 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. 241-260). 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. ()
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. ()
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). ()
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. ()
Refereed Journal Articles
Wasserman, N. (in press). Adding diversity to mathematical connections to counter Klein鈥檚 second discontinuity. Recherches en Didactique des Math茅matiques, XX(X), XXX.
Wasserman, N., Buchbinder, O., & Buchholtz, N. (2023). Making university mathematics matter for secondary teacher preparation. ZDM 鈥� Mathematics Education, 55(4), 719-736. ()
Wasserman, N. (2023). Investigating a teacher-perspective on pedagogical mathematical practices: Possibilities for using mathematical practice to develop pedagogy in mathematical coursework. ZDM 鈥� Mathematics Education, 55(4), 807-821. ()
Wasserman, N. (2022). Re-exploring the intersection of mathematics and pedagogy. For the Learning of Mathematics, 42(3), 28-33. ()
Wasserman, N. (2022). Unpacking foreshadowing in mathematics teachers鈥� planned practices. Educational Studies in Mathematics, 111(3), 423-443. ()
Mirin, A., Milner, F., Wasserman, N., & Weber, K. (2021). On two definitions of 鈥榝unction鈥�. For the Learning of Mathematics, 41(3), 22-24. ()
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. ()
Lockwood, E., Wasserman, N., & Tillema, E. (2020). A case for combinatorics: A research commentary. Journal of Mathematical Behavior, 59(1), 100783. ()
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. ()
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. ()
Wasserman, N. (2019). Duality in combinatorial notation. For the Learning of Mathematics, 39(3), 16-21. ()
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. (; )
McGuffey, W., Quea, R., Weber, K., Wasserman, N., Fukawa-Connelly, T., & Mejia-Ramos, J. P. (2019). Pre- and in-service teachers鈥� perceived value of an experimental real analysis course for teachers. International Journal of Mathematical Education in Science and Technology, 50(8), 1166-1190. ()
Dawkins, P., Inglis, M., & Wasserman, N. (2019). The use(s) of 鈥榠s鈥� in mathematics. Educational Studies in Mathematics, 100(2), 117-137. ()
Wasserman, N., & Galarza, P. (2019). Conceptualizing and justifying sets of outcomes with combination problems. Investigations in Mathematics Learning, 11(2), 83-102. ()
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. ()
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. ()
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. ()
Wasserman, N. (2018). Knowledge of nonlocal mathematics for teaching. Journal of Mathematical Behavior, 49(1), 116-128. ()
Wasserman, N., & Weber, K. (2017). Pedagogical applications from real analysis for secondary mathematics teachers. For the Learning of Mathematics, 37(3), 14-18. ()
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. ()
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. ()
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. ()
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. ()
Stockton, J., & Wasserman, N. (2017). Forms of knowledge of advanced mathematics for teaching. The Mathematics Enthusiast, 14(1), 575-606. ()
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. ()
Wasserman, N. (2016). Abstract algebra for algebra teaching: Influencing school mathematics instruction. Canadian Journal of Science Mathematics and Technology Education, 16(1), 28-47. ()
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. ()
Casey, S., & Wasserman, N. (2015). Teachers' knowledge about informal line of best fit. Statistics Education Research Journal, 14(1), 8-35. (; )
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. (; )
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. ()
Wasserman, N. (2014). Introducing algebraic structures through solving equations: Vertical content knowledge for K-12 mathematics teachers. PRIMUS, 24(3), 191-214. ()
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. ()
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. ()
Refereed Professional Journal Articles
Pogorelova, L., Sheehan-Braine, S., John, A., & Wasserman, N. (2024). A problem-based curriculum to conceptually develop the multiplication principle for counting. Journal of Mathematics Education at Teachers College, 15(1), 37-43. ()
Wasserman, N. (2020). Dynamically reconstructed proof visualizations in real analysis. Electronic Journal of Mathematics and Technology, 14(1), 38-49. ()
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. ()
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. ()
Wasserman, N. (2017). Math madness: Coloring, reasoning, and celebrating. Teaching Children Mathematics, 23(8), 468-475. (
Wasserman, N. (2015). A random walk: Stumbling across connections. Mathematics Teacher, 108(9), 686-695. ()
Wasserman, N. (2014). A rationale for irrationals: An unintended exploration of e. Mathematics Teacher, 107(7), 500-507. ()
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. ()
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. ()
Wasserman, N., & Arkan, I. (2011). Technology Tips: An Archimedean walk. Mathematics Teacher, 104(9), May 2011, 710-715. ()
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. ()
Wasserman, N. (2011). The Common Core State Standards: Comparisons of access and quality. Journal of Mathematics Education at Teachers College, 2(1), 18-27. ()
Wasserman, N. (2011). Partition and iteration in Algebra: Intuition with linearity. Association of Mathematics Teachers of New York State Journal, 61(1), 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), 12-16. ()
Refereed Conference Papers and Proceedings
LaPlace, E. , Chen, Y. , Wasserman, N., & Paoletti, T. (upcoming). Exploring graphical reasoning from revised responses to function composition tasks. In XXX (Eds.), Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (pp. XXX). Omaha, NE: RUME.
Lai, Y., Wasserman, N., Strayer, J. F., Casey, S., Weber, K., Fukawa-Connelly, T., & Lischka, A. E. (upcoming). Representing learning in advanced mathematics courses for secondary mathematics teachers. In XXX (Eds.), Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (pp. XXX). Omaha, NE: RUME.
Wasserman, N. (2023). Strengthening the role of practice in mathematics teacher education: Opportunities for university mathematics courses. In R. Delgado-Rebolledo and D. Zakaryan (Eds.), Proceedings of the Congreso Iberoamericano sobre conocimiento especializado del professor de matem谩ticas (CIMTSK-VI) (pp. 20-30). Valpara铆so, Chile: CIMTSK. ()
Delgado-Rebolledo, R., Zakaryan, D., & Wasserman, N. (2023). Una aproximaci贸n a las conexiones entre el MTSK y las pr谩cticas matem谩ticas pedag贸gicas. In R. Delgado-Rebolledo and D. Zakaryan (Eds.), Proceedings of the Congreso Iberoamericano sobre conocimiento especializado del professor de matem谩ticas (CIMTSK-VI) (pp. 328-335). Valpara铆so, Chile: CIMTSK. ()
Chen, Y., Wasserman, N., & Paoletti, T. (2023). Exploring geometric reasoning with function composition. In S. Cook, B. Katz, and D. Moore-Russo (Eds.), Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (pp. 145-153). Omaha, NE: RUME. ()
Mirin, A., Weber, K., & Wasserman, N. (2020). What is a function? In A. I. Sacrist谩n, J. C. Cort茅s-Zavala, & P. M. Ruiz-Arias (Eds.), Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (pp. 1156-1164). Mazatl谩n, Mexico: PME-NA. ()
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 22nd Annual Conference on Research in Undergraduate Mathematics Education (RUME) (pp. 819-826). Oklahoma City, OK: RUME. ()
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. ()
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. ()
Dawkins, P., Inglis, M., & Wasserman, N. (2018). The use(s) of 鈥榠s鈥� 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. ()
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. ()
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 38th 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. Cs铆kos, A. Rausch, and J. Szit谩nyi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. 4, pp. 379鈥�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 19th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (pp. 296-309). Pittsburgh, PA: RUME. ()
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 37th 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 18th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (pp. 1032-1036). Pittsburgh, PA: RUME. ()
Wasserman, N., Villanueva, M., Mejia-Ramos, J.P., & Weber, K. (2015). Secondary mathematics teachers鈥� 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 18th Annual Conference on Research in Undergraduate Mathematics Education (RUME) (pp. 1037-1040). Pittsburgh, PA: RUME. ()
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) (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. ()
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). ()
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. ()
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). ()
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), 9-10. ()