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Thorsten Scheiner: Unterschied zwischen den Versionen
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| nachname = Scheiner | | nachname = Scheiner | ||
| titel = Dr. | | titel = Dr. | ||
| dissertation = | | dissertation = | ||
| promoviert = | | promoviert = | ||
| geboren = | | geboren = | ||
| gestorben = | | gestorben = | ||
| hochschule = Institute for Learning Sciences and Teacher Education | | hochschule = Institute for Learning Sciences and Teacher Education, Australian Catholic University, Australien | ||
| funktion = | | funktion = | ||
| email = thorsten.scheiner@acu.edu.au | | email = thorsten.scheiner@acu.edu.au | ||
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== Ausgewählte Veröffentlichungen == | == Ausgewählte Veröffentlichungen == | ||
*Scheiner, T., Godino, J., Montes, M., 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., Godino, J., Montes, M., 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 mathematics: An act of comprehension or creation? For the Learning of Mathematics, 42(3), 16–20. | *Scheiner, T., & Pinto, M.M.F. (2022). Sense-making in mathematics: An act of comprehension or creation? For the Learning of Mathematics, 42(3), 16–20. | ||
*Scheiner, T., & | *Scheiner, T., & Buchholtz, N. (2022). Pedagogical content knowledge oder fachdidaktisches Wissen? 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 | ||
*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. (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. (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 | *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 | ||