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

All publications by Anke Lindmeier (pdf)

Available soon…

Albu, C., Jeschke, C., Heinze, A., and Lindmeier, A. (2026, in print). Getting knowledge ready for teaching through situated assignments? An intervention study in initial mathematics teacher education. Educational Studies in Mathematics.

Latest

Pankrath, R., Sperling, J. A., and Lindmeier, A. (2026). Which digital competences should all future STEM teachers acquire in initial teacher education? Using a Delphi study to elicit expectations for innovating teacher education in a regional context. MedienPädagogik. https://doi.org/10.21240/mpaed/00/2026.05.11.X

Albu, C. and Lindmeier, A. (2026). Hochschulmathematisches Wissen im Unterricht wirksam werden lassen. Unterrichtssimulationen als Lerngelegenheit für angehende Mathematiklehrkräfte. In Vogelsang, C., Grotegut, L., Bruns, J., Riese, J., and Fechner, S. (Hrsg.) Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften – Konzeptionen und Forschungsperspektiven (S. 227-237). Waxmann. https://doi.org/10.31244/9783818851057

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