Thorsten Scheiner


NameThorsten Scheiner
Job titleResearch Fellow
Research instituteInstitute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts

Research outputs

What makes mathematics teacher knowledge specialized? Offering alternative views
Scheiner, Thorsten, Montes, Miguel A., Godino, Juan D., Carrillo, José and Pino-Fan, Luis R.. (2019) What makes mathematics teacher knowledge specialized? Offering alternative views. International Journal of Science and Mathematics Education. 17(1), pp. 153 - 172. https://doi.org/10.1007/s10763-017-9859-6

Journal article

If we want to get ahead, we should transcend dualisms and foster paradigm pluralism
Scheiner, Thorsten. (2019) If we want to get ahead, we should transcend dualisms and foster paradigm pluralism. In In G. Kaiser and N. Presmeg (Ed.). Compendium for Early Career Researchers in Mathematics Education pp. 511 - 531 SpringerOpen. https://doi.org/10.1007/978-3-030-15636-7_27

Book chapter

Emerging perspectives in mathematical cognition: Contextualizing, complementizing, and complexifying
Scheiner, Thorsten and Pinto, Marcia M. F.. (2019) Emerging perspectives in mathematical cognition: Contextualizing, complementizing, and complexifying. Educational Studies in Mathematics: An international journal. 101(3), pp. 357 - 372. https://doi.org/10.1007/s10649-019-9879-y

Journal article

Mathematics cognition reconsidered: On ascribing meaning
Scheiner, Thorsten. (2018) Mathematics cognition reconsidered: On ascribing meaning. United States of America: Research in Undergraduate Mathematics Education. pp. 1234 - 1239

Conference item

Theoretical advances in mathematical cognition
Scheiner, Thorsten and Pinto, Marcia M. F.. (2018) Theoretical advances in mathematical cognition. Chile: The International Group for the Psychology of Mathematics Education. pp. 97 - 104

Conference item

Sense-making in mathematics: Towards a dialogical framing
Scheiner, Thorsten. (2018) Sense-making in mathematics: Towards a dialogical framing. New Zealand: MERGA. pp. 669 - 676

Conference item

Conception to concept or concept to conception? From being to becoming
Scheiner, Thorsten. (2017) Conception to concept or concept to conception? From being to becoming. In B. Kaur, W. K. Ho and T. L. Toh and B. H. Choy (Ed.). 41st Conference of the International Group for the Psychology of Mathematics Education. Singapore: National Institute of Education, Nanyang Technological University. pp. 145 - 152

Conference item

Emerging insights from the evolving framework of structural abstraction
Scheiner, Thorsten and Pinto, Márcia M. F.. (2017) Emerging insights from the evolving framework of structural abstraction. In A. Weinberg, C. Rasmussen and J. Rabin, M. Wawro and S. Brown (Ed.). 20th Annual Conference on Research in Undergraduate Mathematics Education, San Diego, California. San Diego, California: Research in Undergraduate Mathematics Education. pp. 274 - 284

Conference item

Images of abstraction in mathematics education: Contradictions, controversies, and convergences
Scheiner, Thorsten and Pinto, Márcia M. F.. (2016) Images of abstraction in mathematics education: Contradictions, controversies, and convergences. In C. Csíkos, A. Rausch and J. Szitányi (Ed.). 40th Conference of the International Group for Psychology of Mathematics Education. Szeged, Hungary: International Group for the Psychology of Mathematics. pp. 155 - 162

Conference item

Making sense of students' sense making through the lens of the structural abstraction framework
Pinto, Márcia M. F. and Scheiner, Thorsten. (2016) Making sense of students' sense making through the lens of the structural abstraction framework. In E. Nardi, C. Winsløw and T. Hausberger (Ed.). First Conference of the International Network for Didactic Research in University Mathematics. Montpellier, France: University of Montpellier and INDRUM. pp. 474 - 483

Conference item

Teacher noticing: Enlightening or blinding?
Scheiner, Thorsten. (2016) Teacher noticing: Enlightening or blinding? ZDM: The International Journal on Mathematics Education. 48(1 - 2), pp. 227 - 238. https://doi.org/10.1007/s11858-016-0771-2

Journal article

New light on old horizon: Constructing mathematical concepts, underlying abstraction processes, and sense making strategies
Scheiner, Thorsten. (2016) New light on old horizon: Constructing mathematical concepts, underlying abstraction processes, and sense making strategies. Educational Studies in Mathematics: An international journal. 91(2), pp. 165 - 183. https://doi.org/10.1007/s10649-015-9665-4

Journal article

Lessons we have (not) learned from past and current conceptualizations of mathematics teachers' knowledge
Scheiner, Thorsten. (2015) Lessons we have (not) learned from past and current conceptualizations of mathematics teachers' knowledge. In K. Krainer and N. Vondrová (Ed.). Ninth Congress of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015). Prague, Czech Republic: Charles University in Prague. pp. 3248 - 3253

Conference item

Theorising about mathematics teachers' professional knowledge: The content, form, nature, and source of teachers' knowledge
Scheiner, Thorsten. (2015) Theorising about mathematics teachers' professional knowledge: The content, form, nature, and source of teachers' knowledge. In M. Marshman, V. Geiger and A. Bennison (Ed.). 38th annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 563 - 570

Conference item

Shifting the emphasis toward a structural description of (mathematics) teachers' knowledge
Scheiner, Thorsten. (2015) Shifting the emphasis toward a structural description of (mathematics) teachers' knowledge. In K. Beswick, T. Muir and J. Fielding-Wells (Ed.). 39th Conference of the International Group for the Psychology of Mathematics Education. Hobart, Australia: Uniprint, University of Tasmania. pp. 129 - 136

Conference item

Cognitive processes underlying mathematical concept construction: The missing process of structural abstraction
Scheiner, Thorsten and Pinto, Márcia M. F.. (2014) Cognitive processes underlying mathematical concept construction: The missing process of structural abstraction. In C. Nicol, S. Oesterle and P. Liljedahl and D. Allen (Ed.). 38th Conference of the International Group for the Psychology of Mathematics Education and 36th Conference of the North American Chapter of the Psychology of Mathematics Education. Vancouver, Canada: The International Group for the Psychology of Mathematics Education. pp. 105 - 112

Conference item

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