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Nicholas Wasserman
Nicholas Wasserman
Teachers College, Columbia University
Verified email at tc.columbia.edu
Title
Cited by
Cited by
Year
Exploring flipped classroom instruction in Calculus III
NH Wasserman, C Quint, SA Norris, T Carr
International Journal of Science and Mathematics Education 15, 545-568, 2017
1862017
Abstract algebra for algebra teaching: Influencing school mathematics instruction
NH Wasserman
Canadian Journal of Science, Mathematics and Technology Education 16 (1), 28-47, 2016
892016
Mathematics teachers’ views about the limited utility of real analysis: A transport model hypothesis
N Wasserman, K Weber, M Villanueva, JP Mejia-Ramos
The Journal of Mathematical Behavior 50, 74-89, 2018
612018
Knowledge of nonlocal mathematics for teaching
NH Wasserman
The Journal of Mathematical Behavior 49, 116-128, 2018
56*2018
Making real analysis relevant to secondary teachers: Building up from and stepping down to practice
NH Wasserman, T Fukawa-Connelly, M Villanueva, JP Mejia-Ramos, ...
Primus 27 (6), 559-578, 2017
512017
Horizon content knowledge in the work of teaching: A focus on planning
NH Wasserman, JC Stockton
For the Learning of Mathematics 33 (3), 20-22, 2013
502013
Teachers’ knowledge about informal line of best fit
SA Casey, NH Wasserman
Statistics Education Research Journal 14 (1), 8-35, 2015
492015
Introducing algebraic structures through solving equations: Vertical content knowledge for K-12 mathematics teachers
NH Wasserman
Primus 24 (3), 191-214, 2014
492014
Making sense of abstract algebra: Exploring secondary teachers’ understandings of inverse functions in relation to its group structure
NH Wasserman
Mathematical Thinking and Learning 19 (3), 181-201, 2017
422017
Designing advanced mathematics courses to influence secondary teaching: fostering mathematics teachers’“attention to scope”
NH Wasserman, K Weber, T Fukawa-Connelly, W McGuffey
Journal of Mathematics Teacher Education 22, 379-406, 2019
372019
Exploring advanced mathematics courses and content for secondary mathematics teachers
NH Wasserman
Connecting abstract algebra to secondary mathematics, for secondary …, 2018
272018
Connecting the learning of advanced mathematics with the teaching of secondary mathematics: Inverse functions, domain restrictions, and the arcsine function
K Weber, JP Mejía-Ramos, T Fukawa-Connelly, N Wasserman
The Journal of Mathematical Behavior 57, 100752, 2020
262020
A case for combinatorics: A research commentary
E Lockwood, NH Wasserman, ES Tillema
The Journal of Mathematical Behavior 59, 100783, 2020
242020
Classifying combinations: Investigating undergraduate students’ responses to different categories of combination problems
E Lockwood, NH Wasserman, W McGuffey
International Journal of Research in Undergraduate Mathematics Education 4 …, 2018
24*2018
Mathematics and science teachers' use of and confidence in empirical reasoning: Implications for STEM teacher preparation
NH Wasserman, D Rossi
School Science and Mathematics 115 (1), 22-34, 2015
232015
Connecting abstract algebra to secondary mathematics, for secondary mathematics teachers
NH Wasserman
Springer, 2018
222018
Connecting advanced and secondary mathematics
E Murray, E Baldinger, N Wasserman, S Broderick, D White
Issues in the Undergraduate Mathematics Preparation of School Teachers, 2017
222017
Unpacking teachers’ moves in the classroom: Navigating micro-and macro-levels of mathematical complexity
NH Wasserman
Educational Studies in Mathematics 90, 75-93, 2015
222015
Beginning teachers' perspectives on attributes for teaching secondary mathematics: reflections on teacher education.
NH Wasserman, E Ham
Mathematics Teacher Education and Development 15 (2), 70-96, 2013
192013
Comparing a “flipped” instructional model in an undergraduate Calculus III course
N Wasserman, S Norris, T Carr
Proceedings of the 16th Annual Conference on Research in Undergraduate …, 2013
142013
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