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2019 (*peer-reviewed; **invited)
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*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.
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**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.
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*Apr 2019 "Problematizing pedagogical content knowledge", Presentation at the 2019 Annual Meeting of the American Educational Research Association (AERA). Toronto, Canada.
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2019 (*peer-reviewed; **invited)
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*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.
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**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.
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*Apr 2019 "Problematizing pedagogical content knowledge", Presentation at the 2019 Annual Meeting of the American Educational Research Association (AERA). Toronto, Canada.
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2019 (*peer-reviewed; **invited)
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*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.
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BIO
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Dr Thorsten Scheiner is a Senior Research Fellow at the Institute for Learning Sciences and Teacher Education at the Australian Catholic University, as well as a Visiting Professor at the Free University of Berlin.
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Scheiner's research has contributed to the international research literature through theoretical, conceptual, and empirical work in two interrelated lines of research. In the first line of research, he focuses on advancing conceptualizations of mathematics teacher knowledge and practices, developing a comprehensive model of teacher noticing, and investigating how teachers learn to notice critical instructional events. In the second line of research, he highlights the mathematical strengths and resources that students bring to their learning, advancing theoretical innovation in research on mathematical thinking and learning.
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His research has been recognized through publications in top-tier international journals such as Educational Studies in Mathematics and Teachers and Teaching, as well as invitations as a visiting scholar to internationally renowned research institutions such as Stanford University and the University of California at Berkeley. He has received numerous prestigious awards, fellowships, and scholarships, and serves on the editorial boards of leading international journals in the field.
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Scheiner is also a passionate teacher, having taught mathematics and mathematics education at various universities in Australia, Germany and New Zealand, and worked as a secondary mathematics teacher in various school systems. Through his dedication to research and teaching, Scheiner aims to improve mathematics education for all.
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ACADEMIC
APPOINTMENTS
Institute for Learning Sciences and Teacher Education, Australia
Senior Research Fellow, Australian Catholic University, Brisbane, 2023-present
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Free University of Berlin, Germany
Visiting Professor, Department of Mathematics, 2022-2023
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Institute for Learning Sciences and Teacher Education, Australia
Research Fellow, Australian Catholic University, Brisbane, 2019-2022
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The University of Auckland, New Zealand
Lecturer/Assistant Professor, Department of Mathematics, 2017-2018
EDUCATION
Ph.D. I University of Hamburg, Germany & Macquarie University, Australia
Mathematics Education, 2018
Title of thesis: Toward theory advancement in mathematical cognition and teacher cognition
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Master of Education I Leibniz University of Hannover, Germany
Major in Mathematics, 2013
Title of thesis: Linking general theories of teacher education with theories of mathematics education
Bachelor of Science I Leibniz University of Hannover, Germany
Major in Mathematics, 2011
Title of thesis: Comparative analysis of teacher education studies
(in German: Vergleichende Analyse von Lehrerbildungsstudien)
RESEARCH
STAYS
Center for Research in Mathematics and Science Education San Diego, USA
Department of Mathematics, San Diego State University, Feb-Apr 2014
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Federal University of Rio de Janeiro, Brazil
Department of Mathematics, Jul-Aug 2018; Nov-Dec 2017; Nov 2013
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Stanford University, USA
Graduate School of Education, Apr-Jun 2016
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Stellenbosch University, South Africa
Department of Curriculum Studies, Apr-May 2015
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The University of Warwick, United Kingdom
Institute of Education, Jul 2019; Sep 2012
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University of California at Berkeley, USA
Graduate School of Education, Apr 2019; Jul-Sep 2014; Oct 2012-Mar 2013
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OTHER
AFFILIATIONS
Foundation of German Business, Germany
Fellow, Klaus Murmann Fellowship, 2013-2016
Fellow, Studienkolleg Fellowship, 2009-2013
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German International School Sydney, Australia
Teacher, 2017
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German International School Dubai, VAE
Teaching Assistant, 2011
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German International School Cape Town, South Africa
Teaching Assistant, 2010
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