Educate. Inspire. Shape.
Thorsten Scheiner is a researcher and educator in mathematics education and teacher education. His research is centrally concerned with theory advancement in 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.
2020 "Dealing with opposing theoretical perspectives: knowledge in structures or knowledge in pieces?", Educational Studies in Mathematics.
2019 "Emerging perspectives in mathematical cognition: contextualizing, complementizing, and complexifying", Educational Studies in Mathematics, 101(3), 357-372.
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.
"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.
Cognition, Learning, and Instruction in Mathematics
with an emphasis on undergraduate mathematics education
with an emphasis on teacher knowing and teacher noticing