2019 (*peer-reviewed; **invited)
.
*Aug 2019 "A critical stance towards pedagogical content knowledge", Presentation at the 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany.
.
**Jul 2019 "Accounting for changes in teachers' noticing of students' mathematical understanding", Presentation at the University of Huelva. Huelva, Spain.
*Apr 2019 "Toward a model of teacher noticing", Presentation at the 2019 Annual Meeting of the American Educational Research Association (AERA). Toronto, Canada.
.
*Apr 2019 "Problematizing pedagogical content knowledge", Presentation at the 2019 Annual Meeting of the American Educational Research Association (AERA). Toronto, Canada.
.
2019 (*peer-reviewed; **invited)
.
*Aug 2019 "A critical stance towards pedagogical content knowledge", Presentation at the 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany.
.
**Jul 2019 "Accounting for changes in teachers' noticing of students' mathematical understanding", Presentation at the University of Huelva. Huelva, Spain.
*Apr 2019 "Toward a model of teacher noticing", Presentation at the 2019 Annual Meeting of the American Educational Research Association (AERA). Toronto, Canada.
.
*Apr 2019 "Problematizing pedagogical content knowledge", Presentation at the 2019 Annual Meeting of the American Educational Research Association (AERA). Toronto, Canada.
.
2019 (*peer-reviewed; **invited)
.
*Aug 2019 "A critical stance towards pedagogical content knowledge", Presentation at the 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany.
.
**Jul 2019 "Accounting for changes in teachers' noticing of students' mathematical understanding", Presentation at the University of Huelva. Huelva, Spain.
*Apr 2019 "Toward a model of teacher noticing", Presentation at the 2019 Annual Meeting of the American Educational Research Association (AERA). Toronto, Canada.
.
*Apr 2019 "Problematizing pedagogical content knowledge", Presentation at the 2019 Annual Meeting of the American Educational Research Association (AERA). Toronto, Canada.
.
Educate. Inspire. Shape.
Thorsten Scheiner is a researcher and educator in mathematics education and teacher education. His research is centrally concerned with two research areas: mathematical cognition and teacher cognition. His work in mathematical cognition has contributed to a deeper understanding of complex processes involved in knowing, learning, and sense-making of mathematics. In the area of teacher cognition, his research has generated knowledge of how teacher knowing and teacher noticing are actualized in the classroom. He has been a Lecturer in the Department of Mathematics at The University of Auckland in New Zealand, before becoming a Research Fellow in the Institute for Learning Sciences and Teacher Education at ACU Brisbane in Australia.
Publications
2021 "Towards a more comprehensive model of teacher noticing", ZDM-Mathematics Education, 53(1), 85-94.
2020 "Dealing with opposing theoretical perspectives: knowledge in structures or knowledge in pieces?", Educational Studies in Mathematics, 104(1), 127-145.
Presentations
Aug 2021 "Modes of dealing with opposing theoretical perspectives in cognitive science", 19th Biennial Conference of EARLI, Gothenburg, Sweden.
Jul 2021 "Critical remarks on the notion of unpacking mathematics in discourses of teacher knowledge”, ICME 14, Shanghai, China.
Research
Knowing, Learning, and Meaning-Making of Mathematics
with an emphasis on undergraduate mathematics education
Teacher Cognition
with an emphasis on teacher knowing and teacher noticing
Teaching
Undergraduate Mathematics
"MATHS 108: General Mathematics", The University of Auckland, New Zealand. Semester II 2018.
Graduate Mathematics Education
"MATHS 709: Mathematical Knowledge for Teaching", The University of Auckland, New Zealand. Semester II 2018.
