Alexander Schüler-Meyer is Assistant Professor at Eindhoven School of Education at TU/e. His research concerns pre-service and in-service teacher education through critical inquiry (e.g. in the context Lesson Study) and language-responsive teaching of mathematics, with further research interests in algebra education and the transition from school to university mathematics. He is engaged in several national and international projects, for instance as project lead in the international cooperation project ML2 – Exploiting the Power of Multiple Languages for Mathematics Learning (Erasmus+ 2021-1-NL01-KA220-SCH-000024585) and as Comenius teaching fellow in his project Hybrid Professional Learning Communities to facilitate teacher students’ noticing of decisive classroom events. He is partner in the Erasmus+ project LESSAM – Lesson Study as a vehicle for improving achievement in mathematics (Erasmus+ 2020-1-CY01-KA201-066012).
Furthermore, Alexander Schüler-Meyer is teacher educator and teachers the master courses mathematics education at ESoE. He is also giving workshops to in-service teachers on issues of promoting mathematical thinking for all students.
Mathematics, you see, is not a spectator sport. To understand mathematics means to be able to do mathematics. And what does it mean [to be] doing mathematics? In the first place, it means to be able to solve mathematical problems. (George Polya, 1887–1985)
Alexander Schüler-Meyer has a university diploma as mathematics teacher (upper secondary mathematics), obtained at the University of Oldenburg, Germany. He obtained his PhD in mathematics education in the subject-didactics graduate program ProfaS: Processes of subject matter structuring at the University of Oldenburg, with a focus teachers' professional development. During his postdoc, he worked at the renowned Institute for Development and Research in Mathematics Education (IEEM) at TU Dortmund University, where he collaborated with Prof. Dr. Susanne Prediger to investigate how to promote mathematical learning processes in multilingual settings. After working as an interim professor for mathematics education at the University of Bremen, Alexander Schüler-Meyer took on a position as Assistant Professor at Eindhoven School of Education (ESoE) in 2018.
How transition students relearn school mathematics to construct multiply quantified statementsEducational Studies in Mathematics (2022)
Tweetalig wiskundeonderwijs: ta[a]lrijke potentialen voor begripsvormingEuclides (2022)
Tweetaligheid vergroot begripDidactief : opinie en onderzoek voor de schoolpraktijk (2022)
The purpose of handwriting with tablet-computers and smartpens in mathematical group work over distance(2022)
Didaktik der Algebra(2022)