# Thorsten Scheiner

Name | Thorsten Scheiner |
---|---|

Job title | Research Fellow |

Research institute | Institute for Learning Sciences and Teacher Education (ILSTE) |

Faculty of Education and Arts |

## Research outputs

##### 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/s11858-020-01202-5

Journal article

##### 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 - 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. 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

##### 252

total views of outputs##### 487

total downloads of outputs##### 37

views of outputs this month##### 38

downloads of outputs this month

*These values are for the period from 19th October 2020, when this repository was created.*