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Thorsten Scheiner: Unterschied zwischen den Versionen
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Thorsten Scheiners wissenschaftliche Schwerpunkte liegen in der Mathematikdidaktik und in der Lehrerbildung mit besonderem Augenmerk auf der Sekundar- und Hochschulbildung. Zudem ist er Mitglied der Editorial Boards von drei führenden internationalen Fachzeitschriften: Teaching and Teacher Education, International Journal of Science and Mathematics Education und Journal of Mathematics Teacher Education. | Thorsten Scheiners wissenschaftliche Schwerpunkte liegen in der Mathematikdidaktik und in der Lehrerbildung mit besonderem Augenmerk auf der Sekundar- und Hochschulbildung. Zudem ist er Mitglied der Editorial Boards von drei führenden internationalen Fachzeitschriften: Teaching and Teacher Education, International Journal of Science and Mathematics Education und Journal of Mathematics Teacher Education. | ||
== Veröffentlichungen == | == Ausgewählte Veröffentlichungen == | ||
* Scheiner, T. ( | *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. ( | *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. (2019). Emerging perspectives in mathematical cognition: Contextualizing, complementizing, and complexifying. Educational Studies in Mathematics, 101(3), 357-372. | *Scheiner, T., & Pinto, M. M. F. (2019). Emerging perspectives in mathematical cognition: Contextualizing, complementizing, and complexifying. Educational Studies in Mathematics, 101(3), 357-372. | ||
* 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), | *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. (2016). Teacher noticing: enlightening or blinding? ZDM | *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. (2016). New light on old horizon: constructing mathematical concepts, underlying abstraction processes, and sense making strategies. Educational Studies in Mathematics, 91(2), | *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 | ||
*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 | |||
*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. (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 | |||