Alexander Schüler - Meyer
The wide variety of students' thinking about mathematics surprises me again and again.
Alexander Schüler-Meyer is Assistant Professor in the Eindhoven School of Education at Eindhoven University of Technology (TU/e). His areas of expertise are learning processes in transition and multilingual mathematics learning. He has worked on areas such as algebraic thinking, transitioning students' practices of defining, and the activation of multilingual Turkish-German speaking students' Turkish language as a resource in the learning of fractions.
Alexander Schüler-Meyer has been a teacher student for upper secondary schools at the University of Oldenburg, Germany, on the subjects of Mathematics and History. He then became a graduate student in the PhD-program ProfaS: Processes of subject matter structuring at the University of Oldenburg, in which several subject-matter didactics cooperated to investigate teachers' professional development. While finishing his PhD, he took up a Postdoc-position at the Institute for Development and Research in Mathematics Education (IEEM) at TU Dortmund University, where he worked with Susanne Prediger on algebra learning and mathematical teaching and learning processes in multilingual settings. In 2018, Alexander Schüler-Meyer took up a position as Assistant Professor at Eindhoven School of Education (ESoE).
Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018(2019)
How do students revisit school mathematics in modular arithmetic?International Journal of Research in Undergraduate Mathematics Education (2019)
One mind, two languages–separate conceptualisations? A case study of students’ bilingual modes for dealing with language-related conceptualisations of fractionsResearch in Mathematics Education (2019)
Is formal language proficiency in the home language required to profit from a bilingual teaching intervention in mathematics? A mixed methods study on fostering multilingual students’ conceptual understandingInternational Journal of Science and Mathematics Education (2019)
Der Übergang vom Mathematikunterricht in ein MINT-Studium – Herausforderungen und UnterstützungsansätzeDer Mathematikunterricht (2019)