Prof. Dr. Anke Lindmeier
Professional CV
- Since 2024
Full Professor for Mathematics Education, Friedrich-Alexander Universität Erlangen-Nürnberg, Germany - 2020 – 2024
Full Professor for Mathematics Education, Faculty of Mathematics and Computer Science, Friedrich Schiller University Jena, Germany - 2014 – 2020
Associate Professor for Mathematics Education at IPN – Leibniz-Institute for Science and Mathematics Education at Kiel University, Germany - 2012 – 2014
Assistant Professor for Mathematics Education at IPN – Leibniz-Institute for Science and Mathematics Education at Kiel University, Germany - 2010 – 2012
Research Scientist, Heinz Nixdorf-Chair of Mathematics Education, TUM School of Education, Technische Universität München, Germany - 2005 – 2010
Research Scientist and Doctoral Student, Chair of Mathematics Education, Ludwig-Maximilians-Universität München, Germany - 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, Germany) - 2006
State Examination for Upper-Level Secondary School Teachers (Computer Science, Technische Universität München, Germany) - 2005
State Examination for Upper-Level Secondary School Teachers (Mathematics, Religious Education, KU Eichstätt-Ingolstadt, Germany) - 2005
Diplom (Ger.) in Mathematics (KU Eichstätt-Ingolstadt, Germany)
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
- TaiGer Noticing – Teacher noticing in Taiwan and Germany. Investigating the role of cultural norms regarding aspects of instructional quality (DFG, 2018-2022, 2023-2025)
- 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)
- ELMaWi-Transfer – Promoting domain-specific teaching competence of pre-service teachers in mathematics and business/economics (BMBF, 2020-2022, 2023)
- ELMaWi – Assessing Subject-Specific Competences in Teacher Education in Mathematics and Economics (BMBF) (2016-2019)
- MiU – Media in mathematics and science education (Joachim Herz Stiftung) (2016-2020)
- WILMA – We do mathematics! (DFG/SNF) (2015-2020)
- 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)
Publications
Link zur vollständigen Publikationsliste Lindmeier (pdf)
Available soon…
Seifert, H. & Lindmeier, A. (2024, akzeptiert). Developing a Performance-Based Assessment to Measure Pre-Service Secondary Teachers’ Digital Competence to Use Digital Mathematics Tools. Journal für Mathematik-Didaktik.
Lindmeier, A., Paul, J. F., Wang, T.-Y., Hsieh, F.-J. & Dreher, A. (2024, 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.
Dreher, A., Wang, T.-Y., Feltes, P., Hsieh, F.-J. & Lindmeier, A. (2024, online first). High quality use of representations in the mathematics classroom – A matter of the cultural perspective?. ZDM–Mathematics Education. https://doi.org/10.1007/s11858-024-01566-y
Paul, J., Dreher, A., Wang, T.-Y., Hsieh, F.-J. & Lindmeier, A. (2024, online first). Culture-specific norms regarding high-quality use of task potential for mathematical learning – Contrasting researchers’ perspectives from Germany and Taiwan. Journal für Mathematik-Didaktik, 45. https://doi.org/10.1007/s13138-024-00237-5
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/10.1080/14794802.2023.2243261