Prof. Dr. Kristina Reiss
Professor emeritus since April 1, 2021
Academic Career and Research Areas
Prof. Reiss (b. 1952) conducts research on the topic of "mathematical competence" from different perspectives. Descriptive investigations and intervention studies focus on both structure and development in children and adolescents. In addition, se is dedicated to the interface between mathematics and mathematics didactics in the education of future teachers. Prof. Reiss led the PISA study in Germany until March 2021.
Prof. Reiss studied mathematics and physics at the University of Heidelberg, passed the first and second state examinations and received her doctorate in Heidelberg in 1980 with a topic in pure mathematics. Various positions at universities took her to Stuttgart, Oldenburg and Augsburg, among others. In Munich, she initially worked at the LMU. At TUM, she held the Heinz Nixdorf Chair for Didactics of Mathematics from 2009 to 2021. Prof. Reiss is a member of the Board of Trustees of the Deutsches Museum and of acatech, the German Academy of Science and Engineering.
Key Publications (all publications)
Obersteiner A, Reiss K, Ufer S, Luwel K, Verschaffel L: "Do first-graders make efficient use of external number representations? The case of the twenty-frame". Cognition and Instruction. 2014; 32: 353-373.
Kollar I, Ufer S, Reichersdorfer E, Vogel F, Fischer F, Reiss K: "Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement". Learning and Instruction. 2014; 24: 22-36.
Reiss K, Lindmeier A, Barchfeld P, Sodian B: "Developing problem solving skills in elementary school: The case of data analysis, statistics, and probability". In: Proficiency and Beliefs in Learning and Teaching Mathematics. Editors: Li Y, Moschkovich JN. Rotterdam: Sense, 2013: 33-49.
Köller O, Reiss K, Stanat P, Pant HA: "Diagnostik Standard-basierter mathematischer Kompetenzen im Primarbereich: Ein Überblick". Psychologie in Erziehung und Unterricht. 2012; 59: 177-190.
Heinze A, Reiss K: “Developing argumentation and proof competencies in the mathematics classroom”. In: Teaching and learning proof across the grades: A K – 16 Perspective. Editors: Stylianou DA, Blanton ML, Knuth EJ. New York: Routledge, 2009: 191–203.