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SELECTED PUBLICATIONS

 

 

Downloadable electronic versions of selected publications can be found on ResearchGate. 

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A list of publications ordered by year of publication can be found here.

Journal Articles​​

Scheiner, T., Brodie, K., Planas, N., Darragh, L., Halai, A., Potari, D., Santos-Trigo, M., & Walkoe, J. (2024). Addressing equity, diversity and inclusion in academic publishing: key initiatives from JMTE. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-024-09636-4

Scheiner, T., Buchholtz, N., & Kaiser, G. (2024). Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-023-09598-z

Scheiner, T., & Montes, M. A. (2024). Exploring prospective teachers' stances in making sense of students' mathematical ideas. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-024-09639-1

Weyers, J., König, J., Scheiner, T., Santagata, R., & Kaiser, G. (2024). Teacher noticing in mathematics education: A review of recent developments. ZDM–Mathematics Education. https://doi.org/10.1007/s11858-023-01527-x

Scheiner, T. (2023). Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths. Educational Studies in Mathematics114(1), 35–62. https://doi.org/10.1007/s10649-023-10235-y

Scheiner, T., & Bosch, M. (2023). On the relationship between school mathematics and university mathematics: a comparison of three approaches. ZDM-Mathematics Education, 55(4), 767–778. https://doi.org/10.1007/s11858-023-01499-y

Scheiner, T., & Bowers, D.  (2023). Problematizing the metaphors of unpacking, deconstructing, and decompressing mathematics. For the Learning of Mathematics, 43(1), 9-13. 

https://flm-journal.org/index.php?do=details&lang=fr&vol=43&num=1&pages=9-13&ArtID=1411

Weyers, J., König, J., Santagata, R., Scheiner, T., & Kaiser, G. (2023). Measuring teacher noticing: A scoping review of standardized instruments. Teaching and Teacher Education, 122, 103970. https://doi.org/10.1016/j.tate.2022.103970

Scheiner, T. (2022). Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students. Teachers and Teaching: Theory and Practice, 28(1), 1-11. https://doi.org/10.1080/13540602.2021.2016688

Scheiner, T., Godino, J. D., Montes, M. A., Pino-Fan, L., & Climent, N. (2022). On metaphors in thinking about preparing mathematics for teaching. Educational Studies in Mathematics111(2), 253-270. 

https://doi.org/10.1007/s10649-022-10154-4

Scheiner, T., & Pinto, M. M. F. (2022). Sense-making in learning mathematics: An act of comprehension or creation? For the Learning of Mathematics42(3), 16-20. 

https://flm-journal.org/index.php?do=details&lang=fr&vol=42&num=3&pages=16-20&ArtID=1395

König, J., Santagata, R., Scheiner, T., Adleff, A.-K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review on conceptualizations, research designs, and findings on learning to notice. Educational Research Review, 36, 100453. https://doi.org/10.1016/j.edurev.2022.100453

Pinto, M. M. F., & Scheiner, T. (2022). Sobre processos de aprendizagem da matemática e suas funções epistemológica, conceitual e cognitiva [On mathematical learning processes and their epistemological, conceptual and cognitive functions]. Bolema: Boletim de Educação Matemática, 36(72), 495–514. https://doi.org/10.1590/1980-4415v36n72a22 

Scheiner, T. (2021). Towards a more comprehensive model of teacher noticing. ZDM-Mathematics Education, 53(1), 85-94. https://doi.org/10.1007/s11858-020-01202-5

Santagata, R., König, J., Scheiner, T., Nguyen, H., Adleff, A.-K., Yang, X., & Kaiser, G. (2021). Mathematics teacher learning to notice: A systematic review of studies of video-based programs. ZDM-Mathematics Education, 53(1), 119-134. https://doi.org/10.1007/s11858-020-01216-z

Scheiner, T. (2020). Dealing with opposing theoretical perspectives: Knowledge in structures or knowledge in pieces? Educational Studies in Mathematics, 104(1), 127-145. https://doi.org/10.1007/s10649-020-09950-7

Scheiner, T., & Pinto, M. M. F. (2019). Emerging perspectives in mathematical cognition: Contextualizing, complementizing, and complexifying. Educational Studies in Mathematics, 101(3), 357-372. https://doi.org/10.1007/s10649-019-9879-y

Scheiner, T., Montes, M. A., Godino, J. D., Carrillo, J., & Pino-Fan, L. (2019). What makes mathematics teacher knowledge specialized? Offering alternative views. International Journal of Science and Mathematics Education, 17(1), 153-172. https://doi.org/10.1007/s10763-017-9859-6

Scheiner, T. (2016). Teacher noticing: enlightening or blinding? ZDM-Mathematics Education, 48(1), 227-238. https://doi.org/10.1007/s11858-016-0771-2 

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Scheiner, T. (2016). New light on old horizon: Constructing mathematical concepts, underlying abstraction processes, and sense making strategies. Educational Studies in Mathematics, 91(2), 165-183. https://doi.org/10.1007/s10649-015-9665-4

Pinto, M. M. F., & Scheiner, T. (2015). Visualização e ensino de análise matemática [Visualization and the teaching of mathematical analysis]. Educação Matemática Pesquisa, 17(3), 637-654.

https://revistas.pucsp.br/index.php/emp/article/view/25675

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.Book Chapters.

Santagata, R., Liu, J., Scheiner, T., König, J., & Kaiser, G. (2024). Longitudinal studies on video-based interventions for mathematics teacher noticing: a review and future directions. In M. Blikstad-Balas & I. S. Jenset (Eds.), Using video to foster teacher development: Improving professional practice through adaptation and reflection (pp. 113–130). Routledge. https://doi.org/10.4324/9781003427414-11

Scheiner, T., & Buchholtz, N. (2022). Pedagogical content knowledge oder fachdidaktisches Wissen? [Pedagogical content knowledge or subject matter didactic knowledge?]. In N. Buchholtz, B. Schwarz & K. Vorhölter (Eds.), Initiationen mathematikdidaktischer Forschung (pp. 267–286). Springer. https://doi.org/10.1007/978-3-658-36766-4_14

Scheiner, T. (2019). If we want to get ahead, we should transcend dualisms and foster paradigm pluralism. In G. Kaiser & N. Presmeg (Eds.), Compendium for early career researchers in mathematics education (pp. 511-532). Springer. https://doi.org/10.1007/978-3-030-15636-7_27

Kaiser, G., Scheiner, T., & Jentsch, A. (2017). Early career researcher day at ICME-13. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education (pp. 765–766). Springer. https://doi.org/10.1007/978-3-319-62597-3_143

Conference Proceedings.

Kaiser, G., Scheiner, T., Ayalon, M., Kosko, K. W., Kersting, N. B., Fernandez, C., Superfine, A. C., Walkoe, J., Bastian, A., Hoth, J., Larrain, M., Yang, X., & Choy, B. H. (2023). Innovative research approaches to mathematics teacher noticing (Research Forum). In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 103-133). PME. 

 

Scheiner, T. (2022). Exploring deficit-based and strengths-based framings in noticing student mathematical thinking. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME.

Scheiner, T. (2018). Problematizing knowledge for teaching. In A. Halai & F. Mtenzi (Eds.), Proceedings of the Fifth African Regional Congress of ICMI on Mathematical Education (pp. 116-120). AFRICME.

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Scheiner, T. (2018). Sense-making in mathematics: Towards a dialogical framing. In J. Hunter, P. Perger, & L. Darragh (Eds.), Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia, pp. 669-676). MERGA.

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Scheiner, T. (2018). Mathematics cognition reconsidered: On ascribing meaning. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 1234-1239). RUME. 

Scheiner, T., & Pinto, M. M. F. (2018). Theoretical advances in mathematical cognition. In D. M. Gómez (Ed.), Proceedings of the First PME Regional Conference: South America (pp. 97-104). PME.

Scheiner, T. (2017). Conception to concept or concept to conception? From being to becoming. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 145-152). PME. 

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Scheiner, T., & Pinto, M. M. F. (2017). Emerging insights from the evolving framework of structural abstraction. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education (pp. 274-284). RUME.

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Scheiner, T., & Pinto, M. M. F. (2016). Images of abstraction in mathematics education: contradictions, controversies, and convergences. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 155-162). PME.

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Scheiner, T. (2015). Shifting the emphasis toward a structural description of (mathematics) teachers’ knowledge. In K. Bewick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 129-136). PME. 

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Scheiner, T. (2015). Theorizing about mathematics teachers’ professional knowledge: The content, form, nature, and source of teachers' knowledge. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, pp. 563-570). MERGA.  

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Scheiner, T. (2015). Lessons we have (not) learned from past and current conceptualizations of mathematics teachers’ knowledge. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (pp. 3248-3253). ERME.

Conference Papers.

Scheiner, T. (2024). What defines a theoretical contribution in mathematics education research? Paper to be presented at the 15th International Congress on Mathematical Education (TSG 5.9: Theories in mathematics education). Sydney, Australia.

 

Bosch, M. & Scheiner, T. (2024). Didactic transposition as a unit of analysis for dismantling the relationship between school mathematics and university mathematics. Paper to be presented at the 15th International Congress on Mathematical Education (TSG 5.9: Theories in mathematics education). Sydney, Australia. 

Geiger, V., Beswick, K., Fielding, J., Scheiner, T., Kaiser, G., Goos, M., & Fernandez, K. (2024). Capturing snapshots of teachers’ critical mathematical thinking noticing capabilities in the context of mathematical modelling tasks. Paper to be presented at the 15th International Congress on Mathematical Education (TSG 3.4: Mathematical applications and modelling in mathematics education). Sydney, Australia.

Scheiner, T. (2024). Transformative learning: Noticing student strengths through frame-shifting. Paper to be presented at the 2024 Annual Meeting of the American Educational Research Association. Philadelphia, PA.

Scheiner, T. (2023). On noticing and framing of student mathematical thinking. Paper presented at the 2023 Biennial Conference of the European Association for Research on Learning and Instruction. Thessaloniki, Greece. 

 

Scheiner, T. (2022). Shifting framings in teacher noticing of student mathematical thinking: From deficits to strengths. Paper presented at the 2022 Annual Meeting of the American Educational Research Association. San Diego, CA.

Scheiner, T. (2021). Modes of dealing with opposing theoretical perspectives in cognitive science. Paper presented at the 19th Biennial Conference of the European Association for Research on Learning and Instruction. Gothenburg, Sweden. 

Scheiner, T. (2021). Toward an embodied, cultural, and social view of teacher noticing. Paper presented at the 19th Biennial Conference of the European Association for Research on Learning and Instruction. Gothenburg, Sweden.

Scheiner, T. (2021). Critical remarks on the notion of unpacking mathematics in discourses of teacher knowledge. Paper presented at the 14th International Congress on Mathematical Education (TSG 33: Knowledge in/for teaching mathematics at secondary level). Shanghai, China.

Pinto, M. M. F., & Scheiner, T. (2021). On the epistemological significance of contextualizing in mathematical cognition. Paper presented at the 14th International Congress on Mathematical Education (TSG 20: Learning and cognition in mathematics). Shanghai, China.

Scheiner, T. (2020). Using conflicts, tensions, and paradoxes for theory building. Paper accepted at the 2020 Annual Meeting of the American Education Research Association. San Francisco, USA. (conference cancelled due to Covid-19)

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Scheiner, T. (2019). A critical stance towards pedagogical content knowledge. Paper presented at the 18th Biennial Conference of the European Association for Research on Learning and Instruction. Aachen, Germany. 

Scheiner, T. (2019). Problematizing pedagogical content knowledge. Paper presented at the 2019 Annual Meeting of the American Education Research Association. Toronto, Canada.

Scheiner, T. (2019). Toward a model of teacher noticing. Paper presented at the 2019 Annual Meeting of the American Education Research Association. Toronto, Canada. 

Scheiner, T. (2016). Are we trapped in old habits? Revisiting ways of thinking in conceptualizing teacher knowledge. Paper presented at the 13th International Congress on Mathematical Education (TSG 46: Knowledge in/for teaching mathematics at secondary level). Hamburg, Germany.

Scheiner, T. (2016). Crossing the boundaries of our historical ways of thinking in conceptualizing teachers’ knowledge. Paper presented at the 2016 Annual Meeting of the American Education Research Association. Washington, D.C. 

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Test Instrument

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Buchholtz, N., Scheiner, T., Döhrmann, M., Suhl, U., Kaiser, G. & Blömeke, S. (2016). TEDS-shortM: Teacher Education and Development Study – Short Test on Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK). Kurzfassung der mathematischen und mathematikdidaktischen Testinstrumente aus TEDS-M, TEDS-LT und TEDS-Telekom (2nd ed.). University of Hamburg.

Dissertation

Scheiner, T. (2018). Toward theory advancement in mathematical cognition and teacher cognition. University of Hamburg, Germany & Macquarie University, Australia. https://ediss.sub.uni-hamburg.de/handle/ediss/7667 

For more details, please visit Thorsten Scheiner's ORCID page.

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