Dr Thorsten Scheiner
STEM in Education: Design and Growth Across the Disciplines
Areas of expertise: mathematics education; teacher education; learning sciences; educational theory
ORCID ID: 0000-0002-1118-5958
Phone: +617 3623 7314
Campus: ACU Brisbane Campus
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 is oriented toward theory advancement in two research areas: mathematical cognition and teacher cognition. His work in mathematical cognition focuses on emergent processes involved in knowing, learning and sense-making of mathematics. In terms of teacher cognition, Scheiner explores the interdependencies of teacher knowing and teacher noticing. His recent research explores tensions, conflicts and paradoxes that impede and enable theoretical innovation in mathematics 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.
- 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. 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: MERGA.
- Scheiner, T. (2017). Conception to concept or concept to conception? From being to becoming. In B. 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, N., 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, 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. DOI: 10.1007/s10649-015-9665-4
- Scheiner, T. (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 convergences. 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
- Karl H. Ditze Award, University of Hamburg, 2018
- Research Excellence Scholarship, Macquarie University, 2016–2017
- Klaus Murmann Fellowship, Foundation of German Business, 2014–2016
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
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.
Personal research website