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Nicholas H. Wasserman, Stephanie Casey, Joe Champion & Maryann Huey. (2017) Statistics as unbiased estimators: exploring the teaching of standard deviation. Research in Mathematics Education 19:3, pages 236-256.
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Nicholas H. Wasserman. (2017) Making Sense of Abstract Algebra: Exploring Secondary Teachers’ Understandings of Inverse Functions in Relation to Its Group Structure. Mathematical Thinking and Learning 19:3, pages 181-201.
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Articles from other publishers (34)
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John Paul Cook, Kathleen Melhuish & Rosaura Uscanga. (2023) Reasoning productively across algebraic contexts: Students develop coordinated notions of inverse. The Journal of Mathematical Behavior 72, pages 101099.
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John Paul Cook, April Richardson, Zackery Reed & Elise Lockwood. (2023) Using conceptual analyses to resolve the tension between advanced and secondary mathematics: the cases of equivalence and inverse. ZDM – Mathematics Education 55:4, pages 753-766.
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Elizabeth A. Burroughs, Elizabeth G. Arnold, James A. M. Álvarez, Andrew Kercher, Rachel Tremaine, Elizabeth Fulton & Kyle Turner. (2023) Encountering ideas about teaching and learning mathematics in undergraduate mathematics courses. ZDM – Mathematics Education 55:4, pages 897-907.
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Joaquin M. Veith, Philipp Bitzenbauer & Boris Girnat. (2022) Exploring Learning Difficulties in Abstract Algebra: The Case of Group Theory. Education Sciences 12:8, pages 516.
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A S Pramasdyahsari, R D Setyawati & I U Albab. (2020) How group theory and school mathematics are connected: an identification of mathematics in-service teachers. Journal of Physics: Conference Series 1663:1, pages 012068.
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I M Arnawa, Yanita, B Ginting, Yerizon & S Nita. (2020) Improvement a positive attitude towards abstract algebra through APOS theory approach. Journal of Physics: Conference Series 1503:1, pages 012008.
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Demetra Pitta-Pantazi, Maria Chimoni & Constantinos Christou. (2019) Different Types of Algebraic Thinking: an Empirical Study Focusing on Middle School Students. International Journal of Science and Mathematics Education 18:5, pages 965-984.
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Keith Weber, Juan Pablo Mejía-Ramos, Timothy Fukawa-Connelly & Nicholas Wasserman. (2020) Connecting the learning of advanced mathematics with the teaching of secondary mathematics: Inverse functions, domain restrictions, and the arcsine function. The Journal of Mathematical Behavior 57, pages 100752.
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Junarti*, Y.Y. L.Mulyono Mulyono & Nur Karomah. (2019) The Profile of Structure Sense in Abstract Algebra Instruction in an Indonesian Mathematics Education. European Journal of Educational Research 8:4, pages 1081-1091.
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Nicholas H. Wasserman, Keith Weber, Timothy Fukawa-Connelly & William McGuffey. (2019) Designing advanced mathematics courses to influence secondary teaching: fostering mathematics teachers’ “attention to scope”. Journal of Mathematics Teacher Education 22:4, pages 379-406.
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Murat Genç & Mustafa Akıncı. (2019) İlköğretim Matematik Öğretmen Adaylarının Lisans Eğitiminde Alınan Matematik Konu Alan Derslerine İlişkin Görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, pages 483-514.
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FLÁVIO ULHOA COELHO & MARCIA AGUIAR. (2018) A história da álgebra e o pensamento algébrico: correlações com o ensino. Estudos Avançados 32:94, pages 171-187.
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Rina Zazkis & Ofer Marmur. (2018) Scripting Tasks as a Springboard for Extending Prospective Teachers’ Example Spaces: a Case of Generating Functions. Canadian Journal of Science, Mathematics and Technology Education 18:4, pages 291-312.
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Nicholas Wasserman, Keith Weber, Matthew Villanueva & Juan Pablo Mejia-Ramos. (2018) Mathematics teachers’ views about the limited utility of real analysis: A transport model hypothesis. The Journal of Mathematical Behavior 50, pages 74-89.
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Nicholas H. Wasserman. (2018) Knowledge of nonlocal mathematics for teaching. The Journal of Mathematical Behavior 49, pages 116-128.
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