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

  • 6 Article
  • 3 Conference contribution
  • 1 Chapter
  • 1 Special issue

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

Schüler - Meyer, A., Prediger, S., Wagner, J. & Weinert, H., 2019, (Accepted/In press) In : Psychology in Erziehung und Unterricht. 66, 3, 15 p.

Research output: Contribution to journalSpecial issueAcademicpeer-review

Open Access
Learning
2 Citations (Scopus)
Open Access
File
Mixed Methods
Formal Languages
Profit
profit
mathematics

Defining as discursive practice in transition - Upper secondary students reinvent the formal definition of convergent sequences

Schüler-Meyer, A. K., 2018, Proceedings of INDRUM 2018: Second Conference of the International Network for Didactic Research in University Mathematics. Durand-Guerrier, V., Hochmuth, R., Goodchild, S. & Hogstad, N. M. (eds.). Agder: University of Agder and INDRUM, p. 537-546 10 p.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

Open Access
secondary school
discourse
student
metaphor
university

Mathematical agency and its connection to students’ multilingual resources

Schüler-Meyer, A. K., 2018, ETC 4 : fourth ERME Topic Conference 'Classroom-based research on mathematics and language. Planas, N. & Schütte, M. (eds.). Dresden: ERME, p. 124-130 7 p.

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

Open Access

Courses