Thorsten Scheiner
| Contact category | Researcher |
|---|---|
| Job title | Senior Research Fellow |
| Research institute | Institute for Learning Sciences and Teacher Education (ILSTE) |
| Faculty of Education and Arts |
Research outputs
Mathematical knowledge for teaching and mathematics didactic knowledge : A comparative study
Scheiner, Thorsten, Buchholtz, Nils and Kaiser, Gabriele. (2023). Mathematical knowledge for teaching and mathematics didactic knowledge : A comparative study. Journal of Mathematics Teacher Education. pp. 1-22. https://doi.org/10.1007/s10857-023-09598-zJournal article
Innovative research approaches to mathematics teacher noticing
Kaiser, Gabriele and Scheiner, Thorsten. (2023). Innovative research approaches to mathematics teacher noticing. 46th Conference of the International Group for the Psychology of Mathematics Education. Haifa, Israel 16 - 21 Jul 2023 Israel: International Group for the Psychology of Mathematics. pp. 103-104Conference paper
On the relationship between school mathematics and university mathematics : A comparison of three approaches
Scheiner, Thorsten and Bosch, Marianna. (2023). On the relationship between school mathematics and university mathematics : A comparison of three approaches. ZDM Mathematics Education. 55, pp. 767-778. https://doi.org/10.1007/s11858-023-01499-yJournal article
Shifting the ways prospective teachers frame and notice student mathematical thinking : From deficits to strengths
Scheiner, Thorsten. (2023). Shifting the ways prospective teachers frame and notice student mathematical thinking : From deficits to strengths. Educational Studies in Mathematics. pp. 1-27. https://doi.org/10.1007/s10649-023-10235-yJournal article
Problematizing the metaphors of unpacking, deconstructing, and decompressing mathematics
Scheiner, Thorsten and Bowers, David. (2023). Problematizing the metaphors of unpacking, deconstructing, and decompressing mathematics. For the Learning of Mathematics. 43(1), pp. 9-13.Journal article
Measuring teacher noticing : A scoping review of standardized instruments
Weyers, Jonas, König, Johannes, Santagata, Rossella, Scheiner, Thorsten and Kaiser, Gabriele. (2023). Measuring teacher noticing : A scoping review of standardized instruments. Teaching and Teacher Education. 122, p. Article 103970. https://doi.org/10.1016/j.tate.2022.103970Journal article
Teacher noticing : A systematic literature review on conceptualizations, research designs, and findings on learning to notice
König, Johannes, Santagata, Rosella, Scheiner, Thorsten, Adleff, Ann-Kristin, Yang, Xinrong and Kaiser, Gabriele. (2022). Teacher noticing : A systematic literature review on conceptualizations, research designs, and findings on learning to notice. Educational Research Review. 36, p. Article 100453. https://doi.org/10.1016/j.edurev.2022.100453Journal article
On metaphors in thinking about preparing mathematics for teaching : In memory of José (“Pepe”) Carrillo Yáñez (1959–2021)
Scheiner, Thorsten, Godino, Juan D., Montes, Miguel A., Pino-Fan, Luis R. and Climent, Nuria. (2022). On metaphors in thinking about preparing mathematics for teaching : In memory of José (“Pepe”) Carrillo Yáñez (1959–2021). Educational Studies in Mathematics. 111(2), pp. 253-270. https://doi.org/10.1007/s10649-022-10154-4Journal article
On mathematical learning processes and their epistemological, conceptual and cognitive functions
Pinto, Márcia M. F. and Scheiner, Thorsten. (2022). On mathematical learning processes and their epistemological, conceptual and cognitive functions. Bolema: Boletim De Educação Matemática. 36(72), pp. 495-514. https://doi.org/10.1590/1980-4415v36n72a22Journal article
Sense-making in learning mathematics : An act of comprehension or creation?
Scheiner, Thorsten and Pinto, Marcia M. F.. (2022). Sense-making in learning mathematics : An act of comprehension or creation? For the Learning of Mathematics. 42(3), pp. 16-20.Journal article
Pedagogical content knowledge oder fachdidaktisches wissen?
Scheiner, Thorsten and Buchholtz, Nils. (2022). Pedagogical content knowledge oder fachdidaktisches wissen? In In Buchholtz, Nils, Schwarz, Björn and Vorhölter, Katrin (Ed.). Initiationen mathematikdidaktischer Forschung : Festschrift zum 70. Geburtstag von Gabriele Kaiser pp. 267-286 Springer Spektrum. https://doi.org/10.1007/978-3-658-36766-4_14Book chapter
Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students
Scheiner, Thorsten. (2021). Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students. Teachers and Teaching. 28(1), pp. 1-11. https://doi.org/10.1080/13540602.2021.2016688Journal article
Mathematics teacher learning to notice : A systematic review of studies of video-based programs
Santagata, Rossella, König, Johannes, Scheiner, Thorsten, Nguyen, Ha, Adleff, Ann-Kristin, Yang, Xinrong and Kaiser, Gabriele. (2021). Mathematics teacher learning to notice : A systematic review of studies of video-based programs. ZDM Mathematics Education. 53(1), pp. 119-134. https://doi.org/10.1007/s11858-020-01216-zJournal article
Towards a more comprehensive model of teacher noticing
Scheiner, Thorsten. (2021). Towards a more comprehensive model of teacher noticing. ZDM. 53, pp. 85-94. https://doi.org/10.1007/s11858-020-01202-5Journal article
Dealing with opposing theoretical perspectives : Knowledge in structures or knowledge in pieces?
Scheiner, Thorsten. (2020). Dealing with opposing theoretical perspectives : Knowledge in structures or knowledge in pieces? Educational Studies in Mathematics: An international journal. 104, pp. 127-145. https://doi.org/10.1007/s10649-020-09950-7Journal article
Using conflicts, tensions, and paradoxes for theory building: the case of conceptual change
Scheiner, Thorsten. (2020). Using conflicts, tensions, and paradoxes for theory building: the case of conceptual change. Annual meeting of the American Educational Research Association (AERA). Institute for Learning Sciences and Teacher Education, Australian Catholic University. pp. 1-11Conference paper
Problematizing pedagogical content knowledge
Scheiner, Thorsten. (2019). Problematizing pedagogical content knowledge. American Educational Research Association Annual Meeting Program. Toronto, Canada 05 - 09 Apr 2019 American Educational Research Association. pp. 1-6 https://doi.org/10.302/1429187Conference paper
Toward a model of teacher noticing
Scheiner, Thorsten. (2019). Toward a model of teacher noticing. American Educational Research Association Annual Meeting Program. Toronto, Canada 05 - 09 Apr 2019 American Educational Research Association. pp. 1-5 https://doi.org/10.302/1429207Conference paper
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/s10763-017-9859-6Journal 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_27Book 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-yJournal article
Problematizing knowledge for teaching
Scheiner, Thorsten. (2018). Problematizing knowledge for teaching. The Fifth Africa Regional Congress of ICMI on Mathematical Education (AFRICME 5). Salama House, Aga Khan University, Dar es Salaam, Tanzania 29 - 31 Aug 2018 International Commission on Mathematical Instruction. pp. 116-120Conference paper
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 - 1239Conference 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 - 104Conference 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 - 676Conference 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. 41st Conference of the International Group for the Psychology of Mathematics Education. Singapore, Singapore: International Group for the Psychology of Mathematics. pp. 145-152Conference paper
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 - 284Conference item
Crossing the boundaries of our historical ways of thinking in conceptualizing teachers' knowledge
Scheiner, Thorsten. (2016). Crossing the boundaries of our historical ways of thinking in conceptualizing teachers' knowledge. 2016 Annual Meeting of the American Educational Research Association. Washington, D.C., United States of Amreica 08 - 12 Apr 2016 American Educational Research Association. pp. 1-5Conference paper
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 - 162Conference 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 - 483Conference 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/s11858-016-0771-2Journal 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/s10649-015-9665-4Journal article
Visualization and the teaching of mathematical analysis
Fusaro Pinto, Márcia Maria and Scheiner, Thorsten. (2015). Visualization and the teaching of mathematical analysis. Educacao Matematica Pesquisa. 17(3), pp. 637-654.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 - 3253Conference 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 - 570Conference 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 - 136Conference 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 - 112Conference item
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