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.
Dr Thorsten Scheiner is a mathematics educator and researcher working at the intersection of mathematics education, teacher learning, and the learning sciences. His research examines how mathematics teacher learning can be supported through the design of transformative learning environments that enable teachers to recognise, interpret, and build on students’ mathematical strengths. Grounded in a commitment to enriched mathematical experiences for all learners, his work advances strengths-based approaches to mathematics education that promote inclusion, equity, and the development of positive mathematical identities. He is a Visiting Professor at Freie Universität Berlin and an Honorary Fellow at the Institute for Learning Sciences and Teacher Education at Australian Catholic University. He serves as Associate Editor of the Journal of Mathematics Teacher Education and ZDM – Mathematics Education, and is a member of the editorial boards of Teaching and Teacher Education, the International Journal of Science and Mathematics Education, and Mathematics Education Research Journal.
Publications
2026 "Transformative learning: Noticing student strengths through frame shifting”, ZDM – Mathematics Education.
2026 "Towards theoretical synergies in mathematics teacher noticing”, ZDM – Mathematics Education.
Presentations
Aug 2025 "Shifting prospective teachers’ focus: framing student mathematical thinking as strengths", Biennial Conference of the European Association for Research on Learning and Instruction, Graz, Austria.
Apr 2025 "What constitutes ‘noticing for equity’, and what distinguishes it from other forms of teacher noticing?", Annual Meeting of the American Educational Research Association. Denver, USA.
Changing the world, one classroom at a time.
Dr Scheiner’s research challenges deficit-based views of students’ mathematical thinking and foregrounds the crucial role of noticing learners’ mathematical strengths. Through the design of transformative learning environments, he supports mathematics teachers in learning to see students not through what they lack, but through the mathematical resources, ideas, and capabilities they bring. His work helps teachers cultivate strengths-based practices that recognise, value, and extend learners’ mathematical potential.
Research
Mathematics Teacher Learning
with particular attention to teacher professional knowledge and the development of professional noticing
Students’ Mathematical Thinking and Learning
with particular attention to the mathematical strengths that students bring to their learning
Teaching
Graduate Mathematics Education
"Strengths-based mathematics instruction", Free University of Berlin, Germany. Summer 2026.
Graduate Mathematics Education
"Engaging and inclusive mathematics: A holistic approach to classroom teaching", Free University of Berlin, Germany. Summer 2026.