## Papers & Publications

**Dissertation**

**Wessman-Enzinger, N. M.**(2015).

*Developing and describing the use and learning of conceptual models for integer addition and subtraction of Grade 5 students*. Doctoral dissertation.

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**Journal Articles (Peer-Reviewed)**

Baek, J., Wickstrom, M. H., Tobias, J. M., Miller, A., Safak, E.,

**Wessman-Enzinger, N. M.**, Kirwan, V. (2017). Preservice teachers’ pictorial strategies for multistep fraction multiplication.

*The Journal of Mathematical Behavior, 45,*1–14.

Bofferding, L.,

**(2015). Solutions to the Integers: Draw or Discard Game.**

*&*Wessman, N. M.*Teaching Children Mathematics*,

*21*(8), 460–463.

Bofferding, L., &

**Wessman-Enzinger, N. M.**(2017). Subtraction involving negative numbers: Connecting to whole number reasoning.

*The Mathematics Enthusiast, 14,*241–262.

Hertel, J. T., &

**Wessman-Enzinger, N. M.**(2017). Examining Pinterest as a curriculum resource for negative integers: An initial investigation.

*Educational Sciences, 45.*doi:10.3390/educsci7020045

Miller, A. L., Tobias, J. M., Safak, E., Kirwan, J. V.,

**Wessman-Enzinger, N. M.,**Baek, J. M., & Wickstrom, M. H. (2017). Algebraic reasoning and symbol use in preservice teachers on a multi-step fraction task.

*International Journal for Mathematics Teaching and Learning*

*18*(1), 109–131.

Wessman-Enzinger, N. M. (2014). An investigation of subtraction algorithms from the 18th and early 19th centuries.

*MAA Convergence: Loci*. http://www.maa.org/publications/periodicals/convergence/an-investigation-of-subtraction-algorithms-from-the-18th-and-19th-centuries.

Wessman-Enzinger, N. M. (2013). Inquiry, logic, and puzzles.

*CMC ComMuniCator, 37*(4), 28–30.

Wessman-Enzinger, N. M. (2017). Volume conservation: An unexpected result

*.*

*The Oregon Mathematics Teacher*, 35.

**Wessman-Enzinger, N. M.,**& Bofferding, L. (2014). Integers: Draw or discard! game.

*Teaching Children Mathematics*,

*20*(8), 476–480.

**Wessman-Enzinger, N. M.,**& Mooney, E. S. (2014). Informing Practice: Making sense of integers through story-telling.

*Mathematics Teaching in the Middle School*,

*20*(4), 202–205.

**Wessman-Enzinger, N. M.,**& Sipes, R. A. (2014). Fractions fall from the sky.

*Wisconsin Mathematics Teacher*,

*65*(2), 4–7.

Wickstrom, M. H., &

**Wessman-Enzinger, N. M.**(2014). A new spin on fair sharing.

*Wisconsin Mathematics Teacher*,

*66*(1), 16–20.

**Edited Book**

Bofferding, L., &

**Wessman-Enzinger, N. M.**(Eds.).

*Exploring the integer addition and subtraction landscape: Perspectives on integer thinking*. Springer. (in press)

**Book Chapters (Editor-Reviewed)**

Bofferding, L.,

**Wessman-Enzinger, N. M.**(in press). Connecting pathways across the integer addition and subtraction landscape. In L. Bofferding & N. M. Wessman-Enzinger (Eds.),

*Exploring the Integer Addition and Subtraction Landscape: Perspectives on Integer Thinking*. Springer.

Bofferding, L.,

**Wessman-Enzinger, N. M.,**& Richardson, S. (in press). Nuances of prospective teachers interpretations of integer word problems. In L. Bofferding & N. M. Wessman-Enzinger (Eds.),

*Exploring the Integer Addition and Subtraction Landscape: Perspectives on Integer Thinking*. Springer.

Tobias, J.,

**Wessman-Enzinger, N. M.,**& Olanoff, D. (in press). Complexities of prospective teachers’ thinking about children’s thinking with integers and temperature. In L. Bofferding & N. M. Wessman-Enzinger (Eds.),

*Exploring the Integer Addition and Subtraction Landscape: Perspectives on Integer Thinking*. Springer.

Wessman-Enzinger, N. M. (in press). Integer play and playing with integers. In L. Bofferding & N. M. Wessman-Enzinger (Eds.),

*Exploring the Integer Addition and Subtraction Landscape: Perspectives on Integer Thinking*. Springer.

**Wessman-Enzinger, N. M.**& Bofferding, L. (in press). Reflecting on the landscape: Concluding remarks. In L. Bofferding & N. M. Wessman-Enzinger (Eds.),

*Exploring the Integer Addition and Subtraction Landscape: Perspectives on Integer Thinking*. Springer.

**Wessman-Enzinger, N. M.,**& Salem, W

**.**(in press). An Illustration of Scholarly Inquiry from the Cognitive Perspective: The Development of an Integer Activity for Prospective Elementary or Middle School Teachers.

*AMTE Monograph.*

**Conference Papers (Peer-Reviewed)**

Bofferding, L. &

**Wessman-Enzinger, N. M.**(2015). International integer comparison study. In K. Beswick, T. Muir, & J. Wells (Eds.),

*Proceedings of the 39th Annual Meeting of the International Group for the Psychology of Mathematics Education*(Vol. 1, pp. 131–132). Hobart, Australia: PME.

Bofferding, L.,

**Wessman-Enzinger, N. M.**, Gallardo, A., Salinas, G., & Peled, I. (2014). Negative numbers: Bridging contexts and symbols. In S. Oesterle, C. Nichol, P. Liljedahl, & D. Allan,

*Proceedings of the joint meeting of PME 38 and PME-NA 36*(Vol. 1, p. 204). Vancouver, Canada: PME.

Hertel, J., &

**Wessman-Enzinger, N. M.**(2016). The mathematical integrity of integer “pins” on Pinterest. In M. B. Wood, E. E. Turner, M. Civil, & J. A., Eli (Eds.),

*Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*(p. 1555).

Tobias, J. M.,

**Wessman-Enzinger, N. M**., Olanoff, D. (in press). Knowledge for teaching integers: Attending to realism and consistency in a temperature context.

*Proceedings of the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.*

Wessman-Enzinger, N. M. (2015). Alice’s drawings for integer addition and subtraction open number sentences. In Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.),

*Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*(pp. 241–244). East Lansing, MI: Michigan State University.

Wessman-Enzinger, N. M. (2016). Children’s visual mediators for integer addition and subtraction open number

*13th International Congress on Mathematics Education*. Hamburg, Germany.

Wessman-Enzinger, N. M. (2013). Contexts of student constructed stories about negative integers. In M. Martinez & A. Castro Superfine (Eds.),

*Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*(p. 167). Chicago, IL: University of Illinois at Chicago.

Wessman-Enzinger, N. M. (in press). Grade 5 children’s number line drawings for integers.

*Proceedings of the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.*

Wessman-Enzinger, N. M. (2015). The development of the addition and subtraction of integers: The case of Jace.

*National Council of Teachers of Mathematics Education Research Session Brief Report.*Boston, MA: NCTM.

Wessman-Enzinger, N. M. (2016). Refinement of the Conceptual Models for Integer Addition and Subtraction.

*National Council of Teachers of Mathematics Education Research Session Brief Report.*San Francisco, CA: NCTM.

Wessman-Enzinger, N. M. (in press). Whole number and integer analogies.

*Proceedings of the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.*

**Wessman-Enzinger, N. M.,**& Bofferding, L. (2015). Leveraging different perspectives to explore student thinking about integer addition & subtraction. In Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.),

*Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*(pp. 1377–1383). East Lansing, MI: Michigan State University.

**Wessman-Enzinger, N. M.**, & Langrall, C. W. (2013). Reflections about questioning: A continuum of development. In M. Martinez & A. Castro Superfine (Eds.),

*Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*(pp. 1089–1092). Chicago, IL: University of Illinois at Chicago.

**Wessman-Enzinger, N. M.,**& Mooney, E. S. (2014). Uncovering conceptual models of integers. In S. Oesterle, C. Nichol, P. Liljedahl, & D. Allan,

*Proceedings of the joint meeting of PME 38 and PME-NA 36*(Vol. 6, p. 409). Vancouver, Canada: PME.

**Wessman-Enzinger, N. M.,**& Tobias, J. (2015). Preservice teachers’ temperature stories for integer addition and subtraction. In K. Beswick, T. Muir, & J. Wells (Eds.),

*Proceedings of the 39th Annual Meeting of the International Group for the Psychology of Mathematics Education*(Vol. 4, pp. 289–296). Hobart, Australia: PME.

**Wessman-Enzinger, N. M.,**Olanoff, D., & Tobias, J. (2016). Prospective teachers’ attention to realism and consistency in a child’s temperature story. In M. B. Wood, E. E. Turner, M. Civil, & J. A., Eli (Eds.),

**Newsletter Articles (Not-Peer Reviewed)**

Bofferding, L., &

**Wessman-Enzinger, N. M.**(2016). Working group: International integer curriculum study.

*PME Newsletter: International Group for the Psychology of Mathematics Education*, 12–14.

**Wessman-Enzinger, N. M.,**& Bofferding, L. (2015). Discussion group 4: Negative numbers: Bridging contexts and symbols.

*PME Newsletter: International Group for the Psychology of Mathematics Education*, 12–15.

**Book Reviews**

**(Not-Peer Reviewed)**

Wessman-Enzinger, N. M. (2014). Exploring number and operations with Geometer’s Sketchpad version 5 (Book review).

*Teaching Children Mathematics*,

*21*(3), 189–19.

Wessman-Enzinger, N. M. (2016). The architects’ project: Area, volume, and nets (Book Review).

*Mathematics Teaching in the Middle School, 21*(5), 317.

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