RESEARCH AREAS

Professional Noticing of Mathematics Teachers 

Outline objectives and purposes of this line of research

 

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.

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

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

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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

 

Professional Knowledge and Practices of Mathematics Teachers

Outline objectives and purposes of this line of research

 

Featured publications

Scheiner, T., Godino, J. G., Montes, M. A., Pino-Fan, L. R., & Climent, N. (2022). On metaphors in thinking about preparing mathematics for teaching. Educational Studies in Mathematics. doi: 10.1007/s10649-022-10154-4

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

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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Student Mathematical Thinking and Learning 

Outline objectives and purposes of this line of research

 

Featured publications

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., & 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

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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

 

Theory Building in Mathematics Education

Outline objectives and purposes of this line of research

 

Featured publications

Scheiner, T. (2020). Dealing with opposing theoretical perspectives: Knowledge in structures or knowledge in pieces? Educational Studies in Mathematics104(1), 127-145. doi: 10.1007/s10649-020-09950-7

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