# 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: Loci*. http://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.),

**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.