2019 (*peer-reviewed; **invited)
.
*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.
.
2019 (*peer-reviewed; **invited)
.
*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.
.
2019 (*peer-reviewed; **invited)
.
*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.
.
CURRENT RESEARCH
From deficits to strengths: Supporting teachers in learning to notice students’ mathematical strengths
Equity, diversity, and inclusion in publishing mathematics education research
A substantial body of research demonstrates that teachers frequently engage in deficit-based framing—interpreting students’ mathematical thinking through notions of lack, error, or inadequacy. Such framings constrain instructional decision-making, perpetuate inequities, and hinder the development of robust mathematical identities. To advance equitable mathe-matics instruction, this project investigates the processes through which teachers learn to notice students’ mathematical strengths by engaging in structured critical reflection. Drawing on theoretical perspectives from framing theory and teacher learning, the project examines how teachers’ interpretive frameworks evolve and how strengths-based noticing practices emerge and stabilise over time. Through this work, the project contributes to understanding the mechanisms that enable teachers to reconceptualise student thinking and to enact more generative, equity-oriented pedagogical practices.
Equity, diversity, and inclusion (EDI) in mathematics education publishing are critical concerns, particularly in light of the persistent underrepresentation of scholars from marginalised communities and regions. Publishing practices shape whose knowledge is legitimised, which perspectives become influential, and how global research agendas are formed. Advancing equity in this domain requires systematic efforts to interrogate structural barriers, broaden participation, and reconfigure editorial and review processes toward greater inclusivity. This project examines patterns of representation, access, and voice within the field. The goal is to establish robust EDI publishing standards, enhance the visibility and influence of underrepresented scholars, and foster ethical, globally responsive publishing practices. (w/ Karin Brodie, Lisa Darragh, Anjum Halai, Núria Planas, Despina Potari, Manuel Santos-Trigo, and Janet Walkoe)
Featured Publications
Scheiner, T. (2023). Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths. Educational Studies in Mathematics, 114(1), 35-62.
https://doi.org/10.1007/s10649-023-10235-y
Scheiner, T. (2025). Transformative learning: Noticing student strengths through frame shifting. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-025-01715-x
Featured Publications
Scheiner, T., Brodie, K., Planas, N., Darragh, L., Halai, A., Potari, D., Santos, 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
Darragh, L., Brodie, K., Halai, A., Planas, N., Potari, D., Santos-Trigo, M., Scheiner, T., & Walkoe, J. (2024). Publishing mathematics education research in English: amplifying voices from the field. Journal of Mathematics Teacher Education, 27(5), 857–878. https://doi.org/10.1007/s10857-024-09659-x
Scheiner, T. (2025). Whose phenomena count? Phenomenological framing, epistemological authority, and the pursuit of justice in mathematics teacher education research. Journal of Mathematics Teacher Education, 28(7), 1659–1676. https://doi.org/10.1007/s10857-025-09734-x
Towards an ecological, cultural, and interactional approach to studying teacher noticing
A synthesis of theoretical, methodo-logical, and professional development perspectives on teacher noticing
Traditional approaches to teacher noticing have largely conceptualised it as a disembodied, cognitive act of perceiving and interpreting classroom events—positioning the teacher as an independent observer and relying on information-processing models that reinforce mind–body–environment dualisms. Such framings limit our understanding of how noticing emerges through teachers’ embodied engagement with the classroom and how it is shaped by cultural, historical, and material conditions. This project advances an ecological, cultural, and interactional account of teacher noticing. It re-conceptualises noticing as a dynamic process involving culturally and historically informed ways of framing activity, embodied modes of perceiving and exploring classroom spaces, and teachers’ active participation in shaping and responding to the social and material environment. The project aims to build a comprehensive theoretical foundation for studying noticing as a distributed, situated, and interactionally constituted practice.
Featured Publication
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
Scheiner, T., & Amador, J. M. (2025). Noticing-as-design: Generating new possibilities for teacher noticing. Journal of Mathematics Teacher Education.
Teacher noticing has become a central construct in teacher education and professional development, yet the field remains theoretically fragmented and methodologically diverse. Existing studies draw on disparate conceptual frameworks, employ varied research designs, and operationalise noticing in inconsistent ways. This lack of coherence limits the field’s ability to accumulate knowledge and to inform robust models of teacher learning. This project conducts systematic reviews to synthesise research on teacher noticing. It maps established and emerging theoretical perspectives, identifies instruments and analytic tools used to assess noticing, and distils design principles underlying video-based learning environments for teachers. Through this synthesis, the project seeks to articulate a more integrated and theoretically grounded foundation for future research and professional development in teacher noticing. (w/ Gabriele Kaiser, Johannes König, Rossella Santagata, and Xinrong Yang)
Featured Publications
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
Weyers, J., König, J., Scheiner, T., Santagata, R., & Kaiser, G. (2024). Teacher noticing in mathematics education: A review of recent developments. ZDM – Mathematics Education, 56(2), 249–264. https://doi.org/10.1007/s11858-023-01527-x
Enabling critical mathematical thinking in classrooms
The ability to engage with mathematics critically is essential for making informed decisions and navigating complex economic, environmental, health, and societal challenges. Cultivating students’ critical mathematical thinking equips them to interrogate data, evaluate evidence, and reason about the consequences of mathematical models in real-world contexts. Despite its importance, pedagogical approaches for fostering critical mathematical thinking remain insufficiently theorised and empirically underexplored. This project investigates the instructional practices that enable students to develop and exercise critical mathematical thinking. Employing an innovative video-based method-ology that integrates both researcher and teacher perspectives, the project analyses how classroom interactions, task structures, and teacher moves support or constrain students’ critical engagement with mathe-matics. The project aims to generate a nuanced understanding of how critical mathematical thinking emerges in situ and to inform the design of teaching practices that promote this vital capability. (w/ Vince Geiger, Kim Beswick, Jill Fielding, Gabriele Kaiser, and Merrilyn Goos)
Featured Publication
Geiger, V., Scheiner, T., Beswick, K., Fielding, J., Goos, M., Kaiser, G., Fernadez, K., & Arwan, S. (2025). Critical mathematical thinking: A framework and illustrative examples. In K. Le Roux, A. Coles, A. Solares‐Rojas, A. Bose, C. P. Vistro‐Yu, et al. (Eds.), Proceedings of the 27th ICMI Study Conference (Mathematics education and the socio-ecological) (pp. 307–314). MATHTED and ICMI.
Theory building in mathematics education research
Understanding how theories are developed, refined, and contested is essential for advancing mathematics education research. Despite the proliferation of theoretical perspectives in the field, researchers often lack systematic guidance for constructing, evaluating, and integrating theoretical contributions. Addressing this gap requires an examination of both the current landscape of theories and the dynamics that shape theoretical innovation. This project synthesises the state of theory building in mathematics education, offering a structured framework to support researchers in artic-ulating, assessing, and strengthening their theoretical contributions. A central focus is the productive potential of conflicts, tensions, and paradoxes between es-tablished yet divergent theoretical traditions and paradigms. By analysing how such contradictions can serve as catalysts for new insights, the project aims to advance a more coherent and generative approach to theory building in the field. (w/ Marianna Bosch)
Featured Publications
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. (2025). What makes a contribution theoretical and what makes it valuable in mathematics education research? An axiological exploration. Hiroshima Journal of Mathematics Education, 18.
Scheiner, T., & Bosch, M. (2025). Dialogues between theoretical approaches in mathematics education research: A systematic review. ZDM – Mathematics Education, 57(4), 711–725. https://doi.org/10.1007/s11858-025-01687-y
Trends in the study of mathematics teacher knowledge and instructional practices
Over the past several decades, research on mathematics teacher knowledge and instructional practices has expanded significantly, generating diverse frameworks and analytic perspectives. Yet the field remains marked by varying conceptualisations of what teachers need to know and do, as well as by competing assumptions about how professional practice should be studied and supported. Understanding these trends is essential for assessing the field’s current orientations and its future potential. This project examines developments in the conceptualisation, operationalisation, and measurement of mathematics teacher knowledge and instructional practices, analysing how these trends shape prevailing accounts of teachers’ professional work. By critically interrogating dominant approaches, the project identifies their theoretical and methodological limitations while illuminating emerging perspectives that offer richer, more generative understandings of teaching. The goal is to articulate new possibilities with significant impli-cations for teacher education and professional development. (w/ Jose Carrillo, Juan Godino, Miguel Montes, and Luis Pino-Fan)
Investigating epistemological, concep-tual, and cognitive dimensions in mathematical learning
This project examines the epistemological, conceptual, and cognitive dimensions underlying students’ mathematical learning, with particular attention to the processes through which learners construct and refine meaning. Focusing on three key sense-making processes, the project seeks to understand how students draw on, reorganise, and extend mathematical ideas as they engage with increasingly sophisticated structures and representations. Through the devel-opment of new interpretive frameworks, this research illuminates the mechanisms by which these processes support mathematical thinking and meaning-making. The project advances a more nuanced account of students’ learning trajectories and offers insights with significant implications for research on mathematical cognition and instructional design. (w/ Marcia Pinto)
Featured Publications
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., Godino, J. D., Montes, M. A., Pino-Fan, L., & Climent, N. (2022). On metaphors in thinking about preparing mathematics for teaching. Educational Studies in Mathematics, 111(2), 253-270.
Featured Publications
Scheiner, T., & Pinto, M. M. F. (2019). Emerging perspectives in mathematical cognition: contextualizing, complemen-tizing, and complexifying. Educational Studies in Mathematics, 101(3), 357-372.
https://doi.org/10.1007/s10649-019-9879-y
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.
https://flm-journal.org/index.php?do=details&lang=fr&vol=42&num=3&pages=16-20&ArtID=1395