Dr Thorsten Scheiner

Research Fellow
STEM in Education: Design and Growth Across the Disciplines

Areas of expertise: mathematics education; teacher education; learning sciences; educational theory

Phone: +617 3623 7314

Email: thorsten.scheiner@acu.edu.au

Campus: ACU Brisbane Campus

ORCID ID: 0000-0002-1118-5958

Thorsten Scheiner is a Research Fellow in the STEM in Education: Design and Growth across the Disciplines research program at the Institute for Learning Sciences and Teacher Education. Prior to this appointment, he was a Lecturer in the Department of Mathematics at the University of Auckland. Scheiner’s research program is about theory building and theory advancement in mathematics education and teacher education. This program is centrally concerned with two interrelated areas of study: mathematical cognition and teacher cognition. His work in mathematical cognition focuses on complex processes involved in knowing, learning, and sense-making of mathematics. In the area of teacher cognition, he examines how teacher knowing and teacher noticing are actualized in the classroom. His research has contributed to theoretical innovation through exploring tensions, conflicts, and paradoxes among fundamentally, yet opposing, theoretical perspectives prevalent in mathematics education and teacher education.

Scheiner has been a visiting researcher and visiting scholar at Stanford University, the University of California at Berkeley, and the Center for Research in Mathematics and Science Education in San Diego. He has taught undergraduate courses in mathematics, as well as undergraduate and graduate courses in mathematics education at different universities, including the University of Auckland, Macquarie University, the University of Hamburg, Hamburg University of Applied Sciences, and the Humboldt University of Berlin.

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Curriculum Vitae


Select publications

  • Scheiner, T. (2020). Dealing with opposing theoretical perspectives: Knowledge in structures or knowledge in pieces? Educational Studies in Mathematics, 104(1), 127–145.
  • 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). Cham, Switzerland: Springer. DOI: 10.1007/978-3-030-15636-7_27
  • Scheiner, T., Montes, M. A., Godino, J. D., Carrillo, J., & Pino-Fan, L. (2019). What makes mathematics teacher knowledge specialised? Offering alternative views. International Journal of Science and Mathematics Education, 17(1), 153-172. DOI: 10.1007/s10763-017-9859-6
  • Scheiner, T., & Pinto, M. F. (2019). Emerging perspectives in mathematical cognition: Contextualising, complementizing, and complexifying. Educational Studies in Mathematics, 101(3), 357-372. DOI: 10.1007/s10649-019-9879-y
  • Scheiner, T. (2018). Sense-making in mathematics: Towards a dialogical framing. In J. Hunter, P. Perger, & L. Darragh (Eds.), Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia: Making waves, opening spaces (pp. 669-676). Auckland, New Zealand:
  • Scheiner, T. (2017).  Conception to   concept or concept   to   conception? From   being   to becoming. In Kaur, W.K. Ho, T.L. Toh, & B.H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 145-152). Singapore, Singapore: PME.
  • Buchholtz, , Scheiner, T., Döhrmann, M., Suhl, U., Kaiser, G. & Blömeke, S. (2016). TEDS-shortM: Teacher Education and Development Study - Short Test on Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK). Kurzfassung der mathematischen und mathematikdidaktischen Testinstrumente aus TEDS-M, TEDS-LT und TEDS-Telekom. Hamburg, Germany: University of Hamburg.
  • Scheiner, (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
  • Scheiner, (2016). Teacher noticing: Enlightening or blinding? ZDM Mathematics Education, 48(1), 227-238. DOI: 10.1007/s11858-016-0771-2
  • Scheiner, T., & Pinto, M.M.F. (2016). Images of abstraction in mathematics education: Contradictions, controversies, and conver In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 155-162). Szeged, Hungary: PME.
  • Scheiner, T. (2015). Lessons we have (not) learned from past and current conceptualisations of mathematics teachers’ knowledge. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9) (pp. 3248-3253). Prague, Czech Republic: CERME.

Accolades and awards

  • Early Career Researcher Excellence in Research Recognition Award, Institute for Learning Sciences and Teacher Education, 2020
  • Karl H. Ditze Dissertation Award, University of Hamburg, 2018
  • Research Excellence Scholarship, Macquarie University, 2016–2017
  • Klaus Murmann Fellowship, Foundation of German Business, 2014–2016
  • Research Fellow at the Institute for Learning Sciences & Teacher Education, Australian Catholic University, 2019 –
  • Lecturer at The University of Auckland, Department of Mathematics, 2017–2018

Appointments and affiliations

  • Research Fellow at the Institute for Learning Sciences & Teacher Education, Australian Catholic University, 2019 –
  • Lecturer at The University of Auckland, Department of Mathematics, 2017–2018

Public engagement

Selected invited presentations for mathematics education research audiences include:

  • Scheiner, T. (2019, Jul). Accounting for changes in teachers’ noticing of students’ mathematical understanding. Invited presentation at the University of Huelva. Huelva, Spain.
  • Scheiner, T. (2018, Feb). On contextualising, complementizing, and complexifying. Invited presentation at the Department of Mathematics of the University of California at San Diego. San Diego, CA, USA.
  • Scheiner, T. (2017, Dec). A critical stance toward conceptualisations of teacher knowledge. Invited presentation at the Faculty of Education of the University of Campinas. Campinas, Brazil.
  • Scheiner, T. (2016, Oct). Abstraction in mathematics knowing and learning: Toward contextuality, complementarity, and complexity. Invited presentation in the Mathematics Education Research Colloquium at the University of Bremen. Bremen, Germany.
  • Scheiner, T. (2015, May). Revisiting the original conceptualisation of teachers' knowledge: A need to shift the emphasis. Invited presentation at the Department of Curriculum Studies of the University of Stellenbosch (Research Unit for Mathematics Education). Stellenbosch, South Africa.

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