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

Publications

Link zur vollständigen Publikationsliste Lindmeier (pdf)

Available soon…

Albu, C. & Lindmeier, A. (2026, in print). Hochschulmathematisches Wissen im Unterricht wirksam werden lassen. Unterrichtssimulationen als Lerngelegenheit für angehende Mathematiklehrkräfte.

Latest

Schadl, C., Ufer, S., and Lindmeier, A. (2026). Andere Zahlen – andere Strategietypen? Adaptive Strategiewahl beim Lösen von Aufgaben zur Proportionalität in der Sekundarstufe I. Zeitschrift für Mathematikdidaktik in Forschung und Praxis, 7, 1–24. https://doi.org/10.48648/n58p-t811

von Hering, R., Heinze, A. & Lindmeier, A. (2026). General vs. Vocation-related mathematical competence – A longitudinal study with trainees as industrial clerks. Zeitschrift für Erziehungswissenschaft, 1-25. https://link.springer.com/article/10.1007/s11618-026-01383-x

Schadl, C. & Lindmeier, A. (2025). Preparing for Digital Learning Monitoring in the Fraction Context: Assessment of students’ prior knowledge according to evidence-based cognitive models. International Journal of Science and Mathematics Education, 23, 2199–2224. https://doi.org/10.1007/s10763-024-10531-w

Weber, B.-J., Breuer, J. & Lindmeier, A. (2025). How do school-related mathematical problems become relevant for prospective teachers in mathematics courses at university? A qualitative interview study. Research in Mathematics Education, 27(1), 114–139. https://doi.org/10.1080/14794802.2023.2243261

Seifert, H. & Lindmeier, A. (2024). Developing a Performance-Based Assessment to Measure Pre-Service Secondary Teachers’ Digital Competence to Use Digital Mathematics Tools. Journal für Mathematik-Didaktik, (article number 25). https://doi.org/10.1007/s13138-024-00251-7 

Lindmeier, A., Paul, J. F., Wang, T.-Y., Hsieh, F.-J. & Dreher, A. (2024). 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 (S. 64–82). Routledge. https://doi.org/10.4324/9781003370604

Dreher, A., Wang, T.-Y., Feltes, P., Hsieh, F.-J. & Lindmeier, A. (2024). High quality use of representations in the mathematics classroom – A matter of the cultural perspective?. ZDM–Mathematics Education, 56(5), 965–980. https://link.springer.com/article/10.1007/s11858-024-01597-5

Paul, J., Dreher, A., Wang, T.-Y., Hsieh, F.-J. & Lindmeier, A. (2024). 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(2), article number 14. https://doi.org/10.1007/s13138-024-00237-5