Prof. Dr. A. Lindmeier

Professional CV

• Since 2020
  Full Professor for Mathematics Education, Faculty of Mathematics and Computer Science, Friedrich Schiller University Jena
• 2014 – 2020
  Associate Professor for Mathematics Education at IPN – Leibniz-Institute for Science and Mathematics Education at Kiel University
• 2012 – 2014
  Assistant Professor for Mathematics Education at IPN – Leibniz-Institute for Science and Mathematics Education at Kiel University
• 2010 – 2012
  Research Scientist, Heinz Nixdorf-Chair of Mathematics Education, TUM School of Education, Technische Universität München
• 2005 – 2010
  Research Scientist and Doctoral Student, Chair of Mathematics Education, Ludwig-Maximilians-Universität München
• 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)
• 2006
  State Examination for Upper Level Secondary School Teachers (Computer Science, Technische Universität München)
• 2005
  State Examination for Upper Level Secondary School Teachers (Mathematics, Religious Education, KU Eichstätt-Ingolstadt)
• 2005
  Diplom (Ger.) in Mathematics (KU Eichstätt-Ingolstadt)

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

Lindmeier, A., Paul, J. F., Wang, T.-Y., Hsieh, F.-J. & Dreher, A. (2023, im Druck). 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.

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

Just out

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

Dreher, A., Hoth, J., Lindmeier, A. & Heinze, A. (2022, in print). 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. (2022, in print). 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

Lindmeier, A. (2022). Mathematische Bildung in der digitalen Welt. Ist die traditionelle Trias der Bildungsziele für die gymnasiale Oberstufe noch zeitgemäß? [{M}athematical {\glqq}Bildung{\grqq} in the digital word. {I}s the traditional triad of educational goals for the {G}erman upper secondary level still in tune with the times? ] In T. Rolfes, A. Heinze, S. Ufer & S. Rach (Hrsg.), Das Fach Mathematik in der gymnasialen Oberstufe. Waxmann. https://waxmann.com/buch4601External link

Dreher, A., Lindmeier, A. & Heinze, A. (2022). Welches Fachwissen brauchen Mathematiklehrkräfte der Sekundarstufe? [What kind of subject knowledge do secondary mathematics teachers need?] In I. Kersten, B. Schmidt-Thieme & S. Halverscheid (Hrsg.), Bedarfsgerechte fachmathematische Lehramtsausbildung. Analyse, Zielsetzungen und Konzepte unter heterogenen Voraussetzungen. Springer Fachmedien (p. 297–320). Springer Fachmedien. https://doi.org/10.1007/978-3-658-34067-4_17External link

Ostermann, A., Ghomi, M., Mühling, A. & Lindmeier, A. (2022). Elemente der Professionalität von Lehrkräften in Bezug auf digitales Lernen und Lehren von Mathematik. [Elements of teachers' professionalism with regard to digital learning and teaching of mathematics.] In G. Pinkernell, F. Reinhold, F. Schacht & D. Walter (Hrsg.), Digitales Lehren und Lernen von Mathematik in der Schule (p. 59–90). Springer Spektrum. https://doi.org/10.1007/978-3-662-65281-7_4External link

Weber, B.-J. & Lindmeier, A. (2022). Typisierung von Aufgaben zur Verbindung zwischen schulischer und akademischer Mathematik. [Typification of tasks for bridging academic and school mathematics]. In V. Isaev, A. Eicher & F. Loose (Hrsg.), Professionsorientierte Fachwissenschaft (S. 25–121). Springer Spektrum. https://doi.org/10.1007/978-3-662-63948-1_6External link 

Meier-Wyder, A., Wullschleger, A., Lindmeier, A., Heinze, A., Leuchter, M., Vogt, F. & Moser Opitz, E. (2022). Konzeptualisierung und Messung der Qualität der adaptiven Lernunterstützung in Lernsituationen mit mathematischen Regelspielen im Kindergarten. Eine Studie in Deutschland und der Schweiz. [Conceptualizing and measuring the quality of adaptive learning support in learning situations with mathematical board games in kindergarten. A study in Germany and Switzerland.] Journal für Mathematikdidaktik, 43, 405–434. https://doi.org/10.1007/s13138-021-00195-2External link