Prof. Dr. A. Lindmeier

Professional CV

• Since 2024
  Full Professor for Mathematics Education, Friedrich-Alexander Universität Erlangen-Nürnberg, Germany
• 2020 – 2020
  Full Professor for Mathematics Education, Faculty of Mathematics and Computer Science, Friedrich Schiller University Jena, Germany
• 2014 – 2020
  Associate Professor for Mathematics Education at IPN – Leibniz-Institute for Science and Mathematics Education at Kiel University, Germany
• 2012 – 2014
  Assistant Professor for Mathematics Education at IPN – Leibniz-Institute for Science and Mathematics Education at Kiel University, Germany
• 2010 – 2012
  Research Scientist, Heinz Nixdorf-Chair of Mathematics Education, TUM School of Education, Technische Universität München, Germany
• 2005 – 2010
  Research Scientist and Doctoral Student, Chair of Mathematics Education, Ludwig-Maximilians-Universität München, Germany
• 2010
  PhD in Mathematics Education with the thesis „Modeling and Measuring Knowledge and Competences of Teachers. A Threefold Domain-Specific Structure Model for Mathematics Teachers“ (Technische Universität München, Germany)
• 2006
  State Examination for Upper Level Secondary School Teachers (Computer Science, Technische Universität München, Germany)
• 2005
  State Examination for Upper Level Secondary School Teachers (Mathematics, Religious Education, KU Eichstätt-Ingolstadt, Germany)
• 2005
  Diplom (Ger.) in Mathematics (KU Eichstätt-Ingolstadt, Germany)

Research interests

• Mathematics teacher/educator subject-specific cognition and its measurement
• Learning of mathematics at the transition from secondary to tertiary level
• Cultural aspects of instructional quality in mathematics

Projects

• TaiGer Noticing – Teacher noticing in Taiwan and Germany. Investigating the role of cultural norms regarding aspects of instructional quality (DFG, 2018-2022)
• ELMaWi-Transfer – Promoting domain-specific teaching competence of pre-service teachers in mathematics and business/economics (BMBF, 2020-2022)External link
• THinKI-LA – Project within the Thuringia Initiative for AI in Higher Education (BMBF, 2022-2026)
• EWIWE DigiLev – Digital assessment of learning progressions regarding the topic of fractions (2021-2027) 
• PERFORMA – Perfomance-based assessment in subject-specific teacher education (2020-2024)
• DIKOMAL – Measuring digital competences of mathematics teachers (2021-2025)

Former Projects

• ELMaWi – Assessing Subject-Specific Competences in Teacher Education in Mathematics and Economics (BMBF) (2016-2019)External link
• MiU – Media in mathematics and science education (Joachim Herz Stiftung) (2016-2020)External link
• WILMA – We do mathematics! (DFG/SNF) (2015-2020)External link
• ISI - Inklusion systematisch implementieren. Teilprojekt Mathematik im Jenaer QLB-Projekt PROFJL de² (BMBF, 2019-2023)
• vACT – Video-based measurement of subject-specific action-related teacher competence (PhD Project) (2007-2011)
• PANaMa – Perspectives on the Labor Market with Science and Mathematics (EU, Programm Interreg 5a) (2019-2020)External link

Publications

Full list of publications Lindmeierpdf, 164 kb · de

Available soon

Dreher, A., Wang, T.-Y., Feltes, P., Hsieh, F.-J. & Lindmeier, A. (2024, in print). High quality use of representations in the mathematics classroom - A matter of the cultural perspective?. ZDM–Mathematics Education.

Paul, J., Dreher, A., Wang, T.-Y., Hsieh, F.-J. & Lindmeier, A. (2024, in print). Culture-Specific Norms Regarding High-quality Use of Task Potential for Mathematical Learning – Contrasting Researchers' Perspectives from Germany and Taiwan. Journal für Mathematik-Didaktik.

Lindmeier, A., Paul, J. F., Wang, T.-Y., Hsieh, F.-J. & Dreher, A. (2024, in print). The role of experts’ norms of instructional quality for assessing teacher noticing: Revealing culture-specific and interculturally shared norms of mathematics education in Germany and Taiwan. In R. Stahnke & A. Gegenfurtner (Hrsg.), Teacher professional vision: Empirical perspectives. Routledge.

Just out

Dunekacke, S., Wullschleger, A., Grob, U., Heinze, A., Lindmeier, A., Vogt, F., ... & Opitz, E. M. (2024, online first). Teaching quality in kindergarten: professional development and quality of adaptive learning support enhances mathematical competency. ZDM–Mathematics Education, 1-13. https://link.springer.com/content/pdf/10.1007/s11858-024-01566-y.pdfExternal link

Weber, B.-J., Heinze, A. & Lindmeier, A. (2024). Welchen Effekt haben Lehramtsaufgaben auf die Wahrnehmung von Studierenden zur doppelten Diskontinuität? Eine Untersuchung im Fachstudium für das gymnasiale Mathematiklehramt [What effect do school-related mathematical problems have on students' perceptions of the double discontinuity? An investigation within the study program for upper secondary mathematics teachers.]. Journal für Mathematikdidaktik, 45, article number 5. https://doi.org/10.1007/s13138-023-00226-0External link

Dreher, A. & Lindmeier, A. (2023). Blicke auf Unterricht – Mathematikdidaktische Erwartungen in Taiwan [Perspectives on Teaching – Expectations regarding mathematics education in Taiwan]. Journal für LehrerInnenbildung, 2023(4), 40–51. https://doi.org/10.35468/jlb-04-2023-03External link

Albu, C. & Lindmeier, A. (2023). Performance assessment in teacher education research – A scoping review of characteristics of assessment instruments in the DACH region. Zeitschrift für Erziehungswissenschaft, 26, 751–778. https://doi.org/10.1007/s11618-023-01167-7External link

Weber, B.-J., Breuer, J. & Lindmeier, A. (2023, online first). How do school-related mathematical problems become relevant for prospective teachers in mathematics courses at university? A qualitative interview study. Research in Mathematics Education. https://doi.org/10.1080/14794802.2023.2243261External link

Dreher, A., Hoth, J., Lindmeier, A. & Heinze, A. (2023). Der Bezug zwischen Schulwissen und akademischem Wissen: Schulbezogenes Fachwissen als berufsspezifische Lehrerwissenskomponente. [The relationship between school knowledge and academic knowledge: school-related subject knowledge as a profession-specific teacher knowledge component.] In S. Krauss & A. Lindl (Eds.), Professionswissen von Mathematiklehrkräften – Implikationen aus der Forschung für die Praxis [Professional knowledge of mathematics teachers - Implications from research for practice] (p. 145–188). Springer. https://doi.org/10.1007/978-3-662-64381-5_5External link

Lindmeier, A. & Heinze, A. (2023). Lehrerwissen wirksam werden lassen: Aktionsbezogene und Reflexive Kompetenz zur Bewältigung der fachlichen Anforderungen des Lehrberufs. [Action-related and Reflective Competence for mastering the subject-specific demands of the teaching profession.] In S. Krauss & A. Lindl (Eds.), Professionswissen von Mathematiklehrkräften – Implikationen aus der Forschung für die Praxis [Professional knowledge of mathematics teachers - Implications from research for practice] (p. 75–109). Springer. https://doi.org/10.1007/978-3-662-64381-5_3External link

Wullschleger, A., Lindmeier, A., Heinze, A., Meier-Wyder, A., Leuchter, M., Vogt, F. & Moser Opitz, E. (2023). Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations. European Early Childhood Education Research Journal, 31(2), 225–242. https://doi.org/10.1080/1350293X.2022.2081348External link