Alexander K. Schüler-Meyer

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  • Assistant Professor, ESoE
20132019
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Personal profile

Research profile

Alexander Schüler-Meyer is Assistant Professor in the Eindhoven School of Education at Eindhoven University of Technology (TU/e). His areas of expertise are learning processes in transition and multilingual mathematics learning. He has worked on areas such as algebraic thinking, transitioning students' practices of defining, and the activation of multilingual Turkish-German speaking students' Turkish language as a resource in the learning of fractions. 

Quote

The wide variety of students' thinking about mathematics surprises me again and again.

Academic background

Alexander Schüler-Meyer has been a teacher student for upper secondary schools at the University of Oldenburg, Germany, on the subjects of Mathematics and History. He then became a graduate student in the PhD-program ProfaS: Processes of subject matter structuring at the University of Oldenburg, in which several subject-matter didactics cooperated to investigate teachers' professional development. 

While finishing his PhD, he took up a Postdoc-position at the Institute for Development and Research in Mathematics Education (IEEM) at TU Dortmund University, where he worked with Susanne Prediger on algebra learning and mathematical teaching and learning processes in multilingual settings. 

In 2018, Alexander Schüler-Meyer took up a position as Assistant Professor at Eindhoven School of Education (ESoE).

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Research Output 2013 2019

Bedingungen für zweisprachige Lernangebote: videobasierte Analysen zu Nutzung und Wirksamkeit einer Förderung zu Brüchen

Schüler - Meyer, A., Prediger, S., Wagner, J. & Weinert, H., 2019, In : Psychology in Erziehung und Unterricht. 66, 3, p. 161-175 15 p.

Research output: Contribution to journalSpecial issueAcademicpeer-review

Open Access
File
Learning
Open Access
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learning process
mathematics
discourse
school
student
2 Citations (Scopus)
Open Access
File
Mixed Methods
Formal Languages
Profit
profit
mathematics

Mathematical reasoning as a classroom discourse

Mackay, F., Thurlings, M., Schüler - Meyer, A. & Pepin, B., 2019

Research output: Contribution to conferencePosterAcademic

teaching practice
classroom
discourse
student
poster
1 Citation (Scopus)

One mind, two languages–separate conceptualisations? A case study of students’ bilingual modes for dealing with language-related conceptualisations of fractions

Prediger, S., Kuzu, T., Schüler-Meyer, A. & Wagner, J., 4 May 2019, In : Research in Mathematics Education. 21, 2, p. 188-207 20 p.

Research output: Contribution to journalArticleAcademicpeer-review

Open Access
File
language
student
Learning Process
learning process
International Comparison

Courses