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. 

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2021 "Towards a more comprehensive model of teacher noticing", ZDM Mathematics Education, 53(1).

2020 "Dealing with opposing theoretical perspectives: knowledge in structures or knowledge in pieces?", Educational Studies in Mathematics, 104(1), 127-145.

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Apr 2020 "Using conflicts, tensions, and paradoxes for theory building: The case of conceptual change”, 2020 Annual Meeting of AERA, San Francisco, USA. 

Aug 2019 "A critical stance towards pedagogical content knowledge", 18th Biennial Conference of EARLI, Aachen, Germany.

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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. 

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Cognition, Learning, and Instruction in Mathematics

with an emphasis on undergraduate mathematics education  

Teacher Cognition  

with an emphasis on teacher knowing and teacher noticing

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Educate. Inspire. Shape.


© 2021 by Thorsten Scheiner