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SELECTED PUBLICATIONS

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

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

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2024

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Journal Articles

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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

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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

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Conference Papers

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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.

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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. 

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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.

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2023

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Journal Articles

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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

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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

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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

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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

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Conference Papers

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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. 

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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. 

 

Geiger, V., Beswick, K., Fielding, J., Scheiner, T., Kaiser, G., Goos, M., & Fernandez, K. (2023). Investigating critical mathematical thinking when applying mathematics to real-world problems. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (pp. 1177–1184). Alfréd Rényi Institute of Mathematics and ERME.

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2022

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Journal Articles

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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

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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. 

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

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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

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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

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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 

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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 (pp. 267–286). Springer. https://doi.org/10.1007/978-3-658-36766-4_14

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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.

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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 (Vol. 3, pp. 395-402). PME. 

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2021

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Journal Articles

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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

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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

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Conference Papers

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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. 

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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. 

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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.

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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.

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2020

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Journal Articles

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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

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Conference Papers

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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. 

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2019

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Journal Articles

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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. https://doi.org/10.1007/s10649-019-9879-y

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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

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Book Chapters

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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

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Conference Papers

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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. 

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

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2018 .

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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. https://ediss.sub.uni-hamburg.de/handle/ediss/7667 ​

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Conference Proceedings

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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. 

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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.

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2017

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Book Chapters

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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

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Conference Proceedings

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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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2016

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Journal Articles

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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

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Conference Papers

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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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Conference Proceedings

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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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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..

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.2015

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Journal Articles

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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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Conference Proceedings

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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.

 

 

 

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