| What makes mathematics teacher knowledge specialized? Offering alternative views T Scheiner, MA Montes, JD Godino, J Carrillo Yáñez, LR Pino-Fan International Journal of Science and Mathematics Education 17, 153-172, 2019 | 172 | 2019 |
| 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 | 167 | 2021 |
| 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 | 114 | 2022 |
| Teacher noticing: Enlightening or blinding? T Scheiner ZDM – Mathematics Education 48 (1), 227-238, 2016 | 66 | 2016 |
| 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 | 55 | 2016 |
| Towards a more comprehensive model of teacher noticing T Scheiner ZDM – Mathematics Education 53 (1), 85-94, 2021 | 50 | 2021 |
| 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 | 27 | 2023 |
| 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 | 24 | 2015 |
| 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 | 22* | 2016 |
| Dealing with opposing theoretical perspectives: knowledge in structures or knowledge in pieces? T Scheiner Educational Studies in Mathematics 104 (1), 127-145, 2020 | 20 | 2020 |
| Emerging perspectives in mathematical cognition: contextualizing, complementizing, and complexifying T Scheiner, MMF Pinto Educational Studies in Mathematics 101, 357-372, 2019 | 16 | 2019 |
| 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 | 15 | 2019 |
| 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 | 13 | 2014 |
| 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 | 10 | 2022 |
| Conception to concept or concept to conception? From being to becoming T Scheiner International Group for the Psychology of Mathematics Education, 145-152, 2017 | 10 | 2017 |
| Images of abstraction in mathematics education: contradictions, controversies, and convergences T Scheiner, MMF Pinto International Group for Psychology of Mathematics Education, 155-162, 2016 | 10 | 2016 |
| Shifting the emphasis toward a structural description of (mathematics) teachers' knowledge T Scheiner International Group for the Psychology of Mathematics Education, 129-136, 2015 | 9 | 2015 |
| Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students T Scheiner Teachers and Teaching 28 (1), 1-11, 2022 | 8 | 2022 |
| 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 | 8 | 2016 |
| 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 | 7 | 2023 |
Gabriele KaiserUniversity of Hamburg, Nord UniversityDirección de correo verificada de uni-hamburg.de
