| 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 | 196 | 2017 |
| Abstract algebra for algebra teaching: Influencing school mathematics instruction NH Wasserman Canadian Journal of Science, Mathematics and Technology Education 16 (1), 28-47, 2016 | 99 | 2016 |
| 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 | 74 | 2018 |
| Knowledge of nonlocal mathematics for teaching NH Wasserman The Journal of Mathematical Behavior 49, 116-128, 2018 | 63* | 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 | 60 | 2017 |
| 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 | 56 | 2013 |
| Teachers’ knowledge about informal line of best fit SA Casey, NH Wasserman Statistics Education Research Journal 14 (1), 8-35, 2015 | 53 | 2015 |
| Introducing algebraic structures through solving equations: Vertical content knowledge for K-12 mathematics teachers NH Wasserman Primus 24 (3), 191-214, 2014 | 52 | 2014 |
| 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 | 49 | 2019 |
| 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 | 48 | 2017 |
| 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 | 33 | 2020 |
| A case for combinatorics: A research commentary E Lockwood, NH Wasserman, ES Tillema The Journal of Mathematical Behavior 59, 100783, 2020 | 32 | 2020 |
| Exploring advanced mathematics courses and content for secondary mathematics teachers NH Wasserman Connecting abstract algebra to secondary mathematics, for secondary …, 2018 | 31 | 2018 |
| Unpacking teachers’ moves in the classroom: Navigating micro-and macro-levels of mathematical complexity NH Wasserman Educational Studies in Mathematics 90, 75-93, 2015 | 27 | 2015 |
| Connecting abstract algebra to secondary mathematics, for secondary mathematics teachers NH Wasserman Springer, 2018 | 26 | 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 | 26 | 2015 |
| 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 | 25* | 2018 |
| 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 | 24 | 2017 |
| 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 | 22 | 2013 |
| Making university mathematics matter for secondary teacher preparation NH Wasserman, O Buchbinder, N Buchholtz ZDM–Mathematics Education 55 (4), 719-736, 2023 | 21 | 2023 |
