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.

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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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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., & Pinto, M. M. F. (2022). Sense-making in learning mathematics: An act of comprehension or creation? For the Learning of Mathematics.

Scheiner, T., Godino, J., Montes, M., Pino-Fan, L., & Climent, N. (2022). On metaphors in thinking about preparing mathematics for teaching. Educational Studies in Mathematics, 111(2), 253-270. doi: 10.1007/s10649-022-10154-4

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, 100453. doi: 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. doi: 10.1590/1980-4415v36n72a22

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. doi: 10.1080/13540602.2021.2016688

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. doi: 10.1007/s11858-020-01216-z

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

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

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Scheiner, T., & Pinto, M. M. F. (2019). Emerging perspectives in mathematical cognition: Contextualizing, complementizing, and complexifying. Educational Studies in Mathematics, 101(3), 357-372. doi: 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. doi: 10.1007/s10763-017-9859-6

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Scheiner, T. (2016). Teacher noticing: enlightening or blinding? ZDM-Mathematics Education, 48(1), 227-238. doi: 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. doi: 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. Retrievable from https://revistas.pucsp.br/index.php/emp/article/view/25675

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.Book Chapters

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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 (Festschrift zum 70. Geburtstag von Gabriele Kaiser). Springer.

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. doi: 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. doi: 10.1007/978-3-319-62597-3_143.

Conference Proceedings.

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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. Alicante, Spain: 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). Dar es Salaam, Tanzania: 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). Auckland, New Zealand: 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). San Diego, CA: 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). Rancagua, Chile: 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). Singapore, Singapore: 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). San Diego, CA: 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). Szeged, Hungary: 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). Hobart, Australia: 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). Sunshine Coast, Australia: 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). Prague, Czech Republic: ERME.

Conference Papers

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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.

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

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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.

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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.). Hamburg, Germany: University of Hamburg.

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Dissertation

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

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