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Getting to the Common Core: Using Research-based Strategies that Empower Students to Own Their Own Achievement


reviewed by Nicholas H. Wasserman — October 22, 2015

coverTitle: Getting to the Common Core: Using Research-based Strategies that Empower Students to Own Their Own Achievement
Author(s): Sharon L. Spencer, Sandra Vavra (Eds.)
Publisher: Information Age Publishing, Charlotte
ISBN: 1623969700, Pages: 594, Year: 2015
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Cite This Article as: Teachers College Record, Date Published: October 22, 2015
http://www.tcrecord.org ID Number: 18176, Date Accessed: 5/29/2017 1:45:50 AM

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About the Author
  • Nicholas Wasserman
    Teachers College, Columbia University
    E-mail Author
    NICHOLAS H. WASSERMAN is Assistant Professor of Mathematics Education at Teachers College, Columbia University. Prior to his work in higher education, he received his B.S. in Mathematics from the University of Texas at Austin, with the UTeach program, and taught mathematics for six years at the secondary level, receiving the 2008 R.L. Moore Award for Best Inquiry Lesson. Dr. Wasserman’s scholarly interests focus primarily on mathematics teachers’ knowledge and development, especially the mathematical nature of teachers’ work and the role that advanced content knowledge plays in influencing teachers’ classroom practices. Some of his recently published works include: “Unpacking teachers’ moves in the classroom: Navigating micro- and macro-levels of mathematical complexity” in Educational Studies in Mathematics; “Abstract algebra for algebra teaching: Influencing school mathematics instruction” in Canadian Journal of Science Mathematics and Technology Education; “Teachers’ knowledge about informal line of best fit” in Statistics Education Research Journal; and “A random walk: Stumbling across connections” in Mathematics Teacher. Currently, he is working on a project to develop a real analysis course for secondary teachers, analyzing task-based interviews with teachers about their experiences in abstract algebra, and gathering empirical data about the mathematical teaching practices that experienced teachers employ while planning cognitively demanding tasks.
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