Prof. Dr. Andreas Obersteiner
Academic Career and Research Areas
Prof. Obersteiner’s research focusses on understanding and supporting mathematical thinking and learning processes. His research is interdisciplinary and aims at connecting basic cognitive research with educational practice. To that end, he uses a variety of research methods, including traditional methods as well as measures of reaction times and eye movements.
Prof. Obersteiner studied mathematics and physical education at the University of Regensburg. After his state examinations for secondary school teaching, he completed his PhD and Habilitation in mathematics education. Two research stays, in Belgium and the United States, were supported by research foundations, including the Alexander von Humboldt-Foundation. In 2016, Prof. Obersteiner was appointed professor at the University of Education in Freiburg. Since 2021, he has been holding the Heinz Nixdorf-Chair for Mathematics Education at the TUM School of Social Sciences and Technology, Department Educational Sciences (former TUM School of Education).
Awards
- Feodor Lynen research grant by the Alexander von Humboldt-Foundation for a research stay in the United States (2017/2018)
- Research grant from the James S. McDonnell Foundation for participation in the Latin- American School for Education, Cognitive and Neural Sciences (Chile, 2015 and Brazil, 2013)
- Doctoral research grant by the Federal Ministry for Education and Research (BMBF) (2009)
Key Publications (all publications)
Obersteiner A, Alibali MW, & Marupudi V: “Complex fraction comparisons and the natural number bias: the role of benchmarks”. Learning and Instruction. 2020.
AbstractStrohmaier AR, MacKay KJ, Obersteiner A, & Reiss KM: “Eye tracking methodology in mathematics education research: a systematic literature review”. Educational Studies in Mathematics. 2020; 104, 147–200.
AbstractWildgans-Lang A, Scheuerer S, Obersteiner A, Fischer F, & Reiss K: “Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment”. ZDM Mathematics Education. 2020; 52: 241–254.
AbstractObersteiner A, Dresler T, Bieck SM, & Moeller K: “Understanding fractions: Integrating results from mathematics education, cognitive psychology, and neuroscience”. A. Norton, & M. Alibali (Eds.), Constructing number: merging perspectives from psychology and mathematics education. Cham, Switzerland: Springer. 2019; 135-162.
AbstractObersteiner A, Van Dooren W, Van Hoof J, & Verschaffel L: “The natural number bias and magnitude representation in fraction comparison by expert mathematicians”. Learning and Instruction. 2013. 28, 64-72.
Abstract