Nicole Enzinger Research Bibliography

Journal Articles (Peer-Reviewed)

Wessman-Enzinger, N. M. (in press).  Conceptual models for integer addition and subtraction. International Journal of Mathematics in Science and Technology.

Wessman-Enzinger, N. M. (2019).  Consistency of integer number sentences to temperature problems. Mathematics Teaching in the Middle School, 24(5), 267–272.

Wessman-Enzinger, N. M. (2018). Children’s learner-generated drawings for integer addition and subtraction.  Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2018.03.010

Wessman-Enzinger, N. M. (2018). Descriptions of the integer number line in United States school mathematics in the 19th century. Mathematical Association of America Convergence: Loci. https://www.maa.org/press/periodicals/convergence/descriptions-of-the-integer-number-line-in-united-states-school-mathematics-in-the-19th-century

Wessman-Enzinger, N. M., Schwartz, B., Lynch, S. (2018). The base 10 block challenge. Teaching Children Mathematics, 24(4), 218–222.

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., & Wessman-Enzinger, N. M. (2017). Subtraction involving negative numbers: Connecting to whole number reasoning. The Mathematics Enthusiast, 14, 241–262.

Cullen, 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.

Hertel, J. T., & Wessman-Enzinger, N. M. (2017).  Examining Pinterest as a curriculum resource for negative integers: An initial investigation. Educational Sciences, 1–11. doi:10.3390/educsci7020045

Wessman-Enzinger, N. M. (2017). Volume conservation: An unexpected result . The Oregon Teachers of Mathematics, 35.

Bofferding, L., & Wessman, N. M. (2015).  Solutions to the Integers: Draw or Discard Game. Teaching Children Mathematics, 21(8), 460–463.

Wessman-Enzinger, N. M. (2014). An investigation of subtraction algorithms from the 18th and early 19th centuries. Mathematical Association of America Convergence: Locihttp://www.maa.org/publications/periodicals/convergence/an-investigation-of-subtraction-algorithms-from-the-18th-and-19th-centuries.

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.

Wessman-Enzinger, N. M. (2013). Inquiry, logic, and puzzles. CMC ComMuniCator, 37(4), 28–30.  

Conference Publications (Peer-Reviewed)

Wessman-Enzinger, N. M., Hertel, J., & Dimmel, J. (in press). What does it take to be a fox? New horizons for communities of practice.  Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Wessman-Enzinger, N. M., & Bofferding, L. (in press). Prospective teachers’ collective knowledge: Solving integer missing subtrahend problems. Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Wessman-Enzinger, N. M., & Murray, E. (2019). Prospective teachers’ use of chip model. American Educational Research Association. Toronto, Canada: AERA. 

Carpenter, C. H., & Wessman-Enzinger, N. M. (2018). Grade 5 students’ negative integer multiplication strategies.  In T. E. Hodges, G. J. Roy, & A. M. Tyminski, (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 139–146). Greenville, SC: University of South Carolina & Clemson University.

Wessman-Enzinger, N. M., & Murray, E. (2018). Prospective teachers use of chip model. In T. E. Hodges, G. J. Roy, & A. M. Tyminski, (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 803–806). Greenville, SC: University of South Carolina & Clemson University.

Bofferding, L. & Wessman-Enzinger, N. (2018). Prospective teachers’ explanations for integer word problems. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.).  Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 23). Umeå, Sweden: PME.

Wessman-Enzinger, N. M. (2017). Grade 5 children’s number line drawings for integers. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 291–294). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Wessman-Enzinger, N. M. (2017). Whole number and integer analogies. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter  of the International Group for the Psychology of Mathematics Education (pp. 319–322). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Tobias, J. M., Wessman-Enzinger, N. M., Olanoff, D. (2017). Knowledge for teaching integers: Attending to realism and consistency in a temperature context. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter  of the International Group for the Psychology of Mathematics Education (pp. 613–616). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Wessman-Enzinger, N. M. (2016). Children’s visual mediators for integer addition and subtraction open number 13th International Congress on Mathematics Education. Hamburg, Germany.

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).

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.), Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 527).

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.

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.

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. (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., & 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., & 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.

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.

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. (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., & 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. 

Book Editor

Bofferding, L., & Wessman-Enzinger, N. M. (Eds.). (2018).  Exploring the integer addition and subtraction landscape: Perspectives on integer thinking. Cham, Switzerland: Springer.

Book Chapters (Editor-Reviewed)

Wessman-Enzinger, N. M. (2019). Integers as directed quantities. In A. Norton & M. Alibali (Eds.), Constructing number (pp. 279–305). Cham, Switzerland: Springer.

Bofferding, L., Wessman-Enzinger, N. M. (2018). 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 (pp. vi–ix).  Cham, Switzerland: Springer.

Bofferding, L., Wessman-Enzinger, N. M. (2018). 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 (pp. 191–212). Cham, Switzerland: Springer.

Tobias, J., Wessman-Enzinger, N. M., & Olanoff, D. (2018). 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. (pp. 213–230). Cham, Switzerland: Springer.

Wessman-Enzinger, N. M. (2018). 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 (pp. 25–46). Cham, Switzerland: Springer.

Wessman-Enzinger, N. M.  & Bofferding, L. (2018). 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 (pp.  289–296). Cham, Switzerland: Springer.

Wessman-Enzinger, N. M., & Salem, W. (2018). An illustration of scholarly inquiry from the cognitive perspective: The development of an integer activity for prospective elementary or middle school teachers. In S. Kastberg, A. M. Tyminski, & W. Sanchez (Eds.), Building Support for Scholarly Practices in Mathematics Methods (pp. 183–197). Charlotte, NC: Information Age Publishing.


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