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.
.
SELECTED PUBLICATIONS
Downloadable electronic versions of selected publications can be found on ResearchGate. .
A list of publications ordered by type of publication can be found here.
2024
Journal Articles
Scheiner, T., Brodie, K., Planas, N., Darragh, L., Halai, A., Potari, D., Santos-Trigo, 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
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
Scheiner, T., & Montes, M. A. (2024). Exploring prospective teachers' stances in making sense of students' mathematical ideas. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-024-09639-1
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
Book Chapters
.
Santagata, R., Liu, J., Scheiner, T., König, J., & Kaiser, G. (2024). Longitudinal studies on video-based interventions for mathematics teacher noticing: a review and future directions. In M. Blikstad-Balas & I. S. Jenset (Eds.), Using video to foster teacher development: Improving professional practice through adaptation and reflection (pp. 113–130). Routledge. https://doi.org/10.4324/9781003427414-11
Conference Papers
.
Scheiner, T. (2024). What defines a theoretical contribution in mathematics education research? Paper presented at the 15th International Congress on Mathematical Education (TSG 5.9: Theories in mathematics education). Sydney, Australia.
Bosch, M. & Scheiner, T. (2024). Didactic transposition as a unit of analysis for dismantling the relationship between school mathematics and university mathematics. Paper presented at the 15th International Congress on Mathematical Education (TSG 5.9: Theories in mathematics education). Sydney, Australia.
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 presented at the 15th International Congress on Mathematical Education (TSG 3.4: Mathematical applications and modelling in mathematics education). Sydney, Australia.
Editorials
.
Scheiner, T. (2024). Embracing local insights for global advancement. Journal of Mathematics Teacher Education, 27(4), 547–550. https://doi.org/10.1007/s10857-024-09645-3
2023
Journal Articles
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., & 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
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
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
Conference Papers
.
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.
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.
2022
Journal Articles
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
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
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
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
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
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 (pp. 267–286). Springer. https://doi.org/10.1007/978-3-658-36766-4_14
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.
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 (Vol. 3, pp. 395-402). PME.
2021
Journal Articles
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
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
Conference Papers
.
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.
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. https://doi.org/10.1007/s10649-020-09950-7
.
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. https://doi.org/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. https://doi.org/10.1007/s10763-017-9859-6
..
Book Chapters
.
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
.
Conference Papers
.
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). Toward a model of teacher noticing. Paper presented at the 2019 Annual Meeting of the American Education Research Association. Toronto, Canada.
.
Scheiner, T. (2019). Problematizing pedagogical content knowledge. Paper presented at the 2019 Annual Meeting of the American Education Research Association. Toronto, Canada.
.
2018 .
Dissertation
.
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
Conference Proceedings
.
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.
2017
..
Book Chapters
.
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
Conference Proceedings
.
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.
2016
.
Journal Articles
.
Scheiner, T. (2016). Teacher noticing: enlightening or blinding? ZDM-Mathematics Education, 48(1), 227-238. https://doi.org/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. https://doi.org/10.1007/s10649-015-9665-4
.
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.
.
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.
Conference Proceedings
.
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.
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.). University of Hamburg..
.2015
Journal Articles
.
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
.
Conference Proceedings
.
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.