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Getting to the Common Core: Using Research-based Strategies that Empower Students to Own Their Own Achievementreviewed by Nicholas H. Wasserman - October 22, 2015 Title: 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 Search for book at Amazon.comTo view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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