Thorsten Scheiner
Biographic Data
| ID | 9622941 |
|---|---|
| NAME | Thorsten Scheiner |
| GIVEN NAMES | Thorsten |
| FAMILY NAME | Scheiner |
| SIGNATURE | SCHEINER T |
| AFFILIATIONS | Humboldt-Universität zu Berlin |
| ORCID | 0000-0002-1118-5958 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Mathematics Teacher Noticing Frameworks
Mathematics teacher noticing has attracted sustained research attention across diverse theoretical traditions, yet systematic analyses clarifying the internal logic of competing frameworks and the conditions for productive dialogue remain scarce. This paper analyzes mathematics teacher noticing frameworks from cognitive, socio-cultural, and ecological-embodied perspectives through the Foundation–Form–Function (3F) analytical lens—which examines t…
Whose frameworks travel? Towards epistemological reciprocity in mathematics teacher education research
Teacher noticing as embodied ecological enactment
This paper addresses limitations of traditional cognitivist models of teacher noticing by proposing an embodied–ecological–enactive model grounded in the pragmatic synthesis of three complementary theoretical perspectives. We examine how teachers engage bodily processes in perception (embodied perspective), perceive affordances in classroom environments (ecological perspective), and enact meaning through dynamic interactions (enactive perspective…
Beyond traditional cognitivist boundaries
Teacher noticing
Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students
This paper examines fundamental assumptions about the notion of transforming subject matter, which is widely regarded as a core practice of teacher work, a crucial feature of teacher knowledge and a measure of teacher expertise. First, the notion of transforming subject matter and the ways it has been taken up in Anglo-American discourses of teacher knowledge are discussed in relative detail. Second, the paper examines and questions fundamental, …
Mathematics teacher learning to notice
Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on th…
No prominent works on this page.
Mathematics teacher learning to notice
Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on th…
Teacher noticing
Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students
This paper examines fundamental assumptions about the notion of transforming subject matter, which is widely regarded as a core practice of teacher work, a crucial feature of teacher knowledge and a measure of teacher expertise. First, the notion of transforming subject matter and the ways it has been taken up in Anglo-American discourses of teacher knowledge are discussed in relative detail. Second, the paper examines and questions fundamental, …
Mathematics Teacher Noticing Frameworks
Mathematics teacher noticing has attracted sustained research attention across diverse theoretical traditions, yet systematic analyses clarifying the internal logic of competing frameworks and the conditions for productive dialogue remain scarce. This paper analyzes mathematics teacher noticing frameworks from cognitive, socio-cultural, and ecological-embodied perspectives through the Foundation–Form–Function (3F) analytical lens—which examines t…
Whose frameworks travel? Towards epistemological reciprocity in mathematics teacher education research
Teacher noticing as embodied ecological enactment
This paper addresses limitations of traditional cognitivist models of teacher noticing by proposing an embodied–ecological–enactive model grounded in the pragmatic synthesis of three complementary theoretical perspectives. We examine how teachers engage bodily processes in perception (embodied perspective), perceive affordances in classroom environments (ecological perspective), and enact meaning through dynamic interactions (enactive perspective…
Beyond traditional cognitivist boundaries
Mathematics Education and Teaching Techniques (3 works) · Educational Theory and Curriculum Studies (2 works) · Embodied cognition (2 works) · Innovative Teaching and Learning Methods (2 works) · Teaching method (2 works) · Action Observation and Synchronization (1 works) · Affordance (1 works) · Attunement (1 works) · Cognition (1 works) · Computer Science (1 works)