​

 

 

 

 

​

SELECTED PUBLICATIONS

 

 

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

.

​

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

​

​

​

​

​

​

 

​

Journal Articles​​

​

​

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

​

​

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. doi: 10.1016/j.tate.2022.103970

​

 

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

​

 

Scheiner, T., & Pinto, M. M. F. (2022). Sense-making in learning mathematics: An act of comprehension or creation? For the Learning of Mathematics, 42(3), 16-20.

​

​

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

​

.

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

​

.

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

​

.

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

.

.

​

​

​

​

​

.Book Chapters

.

​

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.

.

​

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.

​

.

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.

​

.

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. 

​

.

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.

​

.

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.

​

.

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. 

​

.

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.  

​

.

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

.

​

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)

.

​

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. 

.

​

​

​

​

​

​

​

.Test Instrument

.

​

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.

​

​

​

.

​

​

​

Dissertation

​

.

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.

​

​