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Thorsten Scheiner
Thorsten Scheiner
Institute for Learning Sciences and Teacher Education, Brisbane, Australia
Verified email at acu.edu.au - Homepage
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Cited by
Cited by
Year
Mathematics teacher learning to notice: A systematic review of studies of video-based programs
R Santagata, J König, T Scheiner, H Nguyen, AK Adleff, X Yang, G Kaiser
ZDM – Mathematics Education 53 (1), 119-134, 2021
1822021
What makes mathematics teacher knowledge specialized? Offering alternative views
T Scheiner, MA Montes, JD Godino, J Carrillo Yáńez, LR Pino-Fan
International Journal of Science and Mathematics Education 17, 153-172, 2019
1792019
Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice
J König, R Santagata, T Scheiner, AK Adleff, X Yang, G Kaiser
Educational Research Review 36, 100453, 2022
1282022
Teacher noticing: Enlightening or blinding?
T Scheiner
ZDM – Mathematics Education 48 (1), 227-238, 2016
692016
Towards a more comprehensive model of teacher noticing
T Scheiner
ZDM – Mathematics Education 53 (1), 85-94, 2021
592021
New light on old horizon: Constructing mathematical concepts, underlying abstraction processes, and sense making strategies
T Scheiner
Educational Studies in Mathematics 91, 165-183, 2016
572016
Measuring teacher noticing: A scoping review of standardized instruments
J Weyers, J König, R Santagata, T Scheiner, G Kaiser
Teaching and Teacher Education 122, 103970, 2023
302023
Dealing with opposing theoretical perspectives: knowledge in structures or knowledge in pieces?
T Scheiner
Educational Studies in Mathematics 104 (1), 127-145, 2020
242020
Lessons we have (not) learned from past and current conceptualizations of mathematics teachers' knowledge
T Scheiner
European Society for Research in Mathematics Education, 3248-3253, 2015
242015
TEDS-shortM. Teacher Education and Development Study–Short Test on Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK). Kurzfassung der …
N Buchholtz, T Scheiner, M Döhrmann, U Suhl, G Kaiser, S Blömeke
Universität Hamburg, 2016
21*2016
If we want to get ahead, we should transcend dualisms and foster paradigm pluralism
T Scheiner
Compendium for Early Career Researchers in Mathematics Education, 511-532, 2019
182019
Emerging perspectives in mathematical cognition: contextualizing, complementizing, and complexifying
T Scheiner, MMF Pinto
Educational Studies in Mathematics 101, 357-372, 2019
172019
On metaphors in thinking about preparing mathematics for teaching
T Scheiner, JD Godino, MA Montes, LR Pino-Fan, N Climent
Educational Studies in Mathematics 111, 253–27, 2022
132022
Cognitive processes underlying mathematical concept construction: The missing process of structural abstraction
T Scheiner, MMF Pinto
International Group for the Psychology of Mathematics Education, 105-112, 2014
132014
Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths
T Scheiner
Educational Studies in Mathematics 114 (1), 35-61, 2023
112023
Teacher noticing in mathematics education: a review of recent developments
J Weyers, J Koenig, T Scheiner, R Santagata, G Kaiser
ZDM–Mathematics Education, 1-16, 2023
102023
Conception to concept or concept to conception? From being to becoming
T Scheiner
International Group for the Psychology of Mathematics Education, 145-152, 2017
102017
Images of abstraction in mathematics education: contradictions, controversies, and convergences
T Scheiner, MMF Pinto
International Group for Psychology of Mathematics Education, 155-162, 2016
102016
Shifting the emphasis toward a structural description of (mathematics) teachers' knowledge
T Scheiner
International Group for the Psychology of Mathematics Education, 129-136, 2015
92015
Making sense of students' sense making through the lens of the structural abstraction framework
MMF Pinto, T Scheiner
International Network for Didactic Research in University Mathematics, 474-483, 2016
82016
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