This space is dedicated to sharing some musings about mathematics and education.

- Advanced Mathematics Connections
46 months ago
- Understanding Sample Standard Deviation 46 months ago
- Assumptions in Geometric Probability 58 months ago
- Functions, Bijections, and Combinatorics 66 months ago
- A Mathematical Group 70 months ago

- Discussing the Work of Teaching
46 months ago
- Understanding Sample Standard Deviation 46 months ago
- Understanding of the reals: 0.9999.... = 1 50 months ago
- Inappropriate Trimming 61 months ago

- Musings
46 months ago
- Understanding Sample Standard Deviation 46 months ago
- Understanding of the reals: 0.9999.... = 1 50 months ago
- Mathematics education today: Musings about CCSS-M and KhanAcademy 51 months ago
- Inappropriate Trimming 61 months ago
- Functions, Bijections, and Combinatorics 66 months ago

- Advanced Mathematics Connections
46 months ago
- Understanding Sample Standard Deviation 46 months ago

- Discussing the Work of Teaching
46 months ago
- Understanding Sample Standard Deviation 46 months ago

- Musings
46 months ago
- Understanding Sample Standard Deviation 46 months ago

Nick Wasserman is an assistant professor in the department of mathematics, science, and technology at Teachers College, Columbia University, specializing in mathematics education.

As a previous secondary mathematics teacher, he is a product of the UTeach program from the university of Texas at Austin. He taught mathematics for six years, in both a large public school in Austin and a private school in Manhattan, receiving the 2008 R.L. Moore Award for Best Inquiry Lesson from the University of Texas.

As a mathematics teacher educator, Dr. Wasserman advocates for teachers’ content knowledge being grounded in both a deep understanding of mathematics as a discipline as well as the actual work of teaching. The courses he teaches at Teachers College, Columbia University emphasize these ideals. As a researcher, he maintains that the requirements for advanced mathematics (for teacher preparation) do not necessarily need to be more, they need to be more informed. This is not to exclude more advanced mathematics from teacher education, but rather the opposite, to assert more rigorous study to fully understand the ways that knowledge of the mathematical horizon can inform and impact the teaching of mathematics.

He is a sought after professional development speaker for school districts, secondary schools, and other educational stakeholders. He loves working and interacting with mathematics teachers, and thinking about the teaching and learning of mathematics. He also is engaged in finding creative ways to use and develop dynamic technologies for the mathematics classroom. He consults writing middle and secondary curriculum in mathematics education.

For more information about his scholarly work and interests, visit his Faculty Profile:

http://www.tc.columbia.edu/academics/?facid=nhw2108

or his personal professional website: http://www.columbia.edu/~nhw2108/