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 type of publication can be found here.

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2021

Journal Articles

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

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Conference Papers

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Scheiner, T. (2021). Modes of dealing with opposing theoretical perspectives in cognitive science. Paper accepted 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 accepted 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 accepted 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 accepted at the 14th International Congress on Mathematical Education (TSG 20: Learning and cognition in mathematics). Shanghai, China.

2020

Journal Articles

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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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.

2019

Journal Articles

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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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). Cham, Switzerland: Springer. doi: 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 .

Dissertation

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Scheiner, T. (2018). Toward theory advancement in mathematical cognition and teacher cognition. University of Hamburg, Germany & Macquarie University, Australia.

Conference Proceedings

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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). Rancagua, Chile: PME.

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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). 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.

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2017

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..

Conference Proceedings

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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. (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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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. 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

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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). Szeged, Hungary: PME.

Conference Papers

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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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. Retrievable from 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). 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.

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