Prof. Dr. Saskia Schreiter

Saskia Schreiter

Professor of Mathematics Education

University of Education Schwäbisch Gmünd

I am a professor of mathematics education at the University of Education in Schwäbisch Gmünd, Germany. On this website, you'll find an overview of my current research, publications, projects, and teaching activities. Feel free to reach out for academic collaborations, speaking engagements, or any inquiries related to my work.

Research Interests:

25.10.2023

Project CoM-MIT wins research prize

With this award, the University of Education Heidelberg acknowledges innovative research projects as well as exceptional commitment of researchers.

Experience

Since April 2024

Professor of Mathematics Education

Institute of mathematics and computer science
University of Education Schwäbisch Gmünd

Aug 2021 – Mar 2024

Post-Doc Position

Interdisciplinary research program "DiaKom"

Institute of mathematics and computer science
University of Education Heidelberg, Germany

Aug 2018 – Jul 2021

PhD Student

Qualification: PhD in mathematics education (Dr. phil)

Institute of mathematics and computer science
University of Education Heidelberg, Germany

Sep 2015 – Jul 2018

Secondary School Teacher (full-time)

Subjects: Mathematics, English, Religion, Natural Sciences
Mentor for Trainee Teachers in Mathematics

Gemeinschaftsschule Deizisau, Germany

Feb 2014 – Aug 2015

Trainee Teacher

Subjects: Mathematics, English, Religion
Qualification: 2. Staatsexamen

Otto-Graf-Realschule Leimen, Germany
Seminar for teacher training Karlsruhe, Germany

Mar 2012 // Aug 2012 – Jan 2013

Assistant Teacher at International Schools

Subjects: Mathematics, English

German International School Dubai, United Arab Emirates
German International School of Silicon Valley, San Francisco, USA

Okt 2009 – Nov 2013

University Studies

Teaching profession for secondary schools
Subjects: Mathematics, English, Religion
Qualification: 1. Staatsexamen

University of Education Freiburg, Germany
Harcum College Philadelphia, USA

Research Projects

Eye-Teach-Stats

Supporting teachers to diagnose and deal with students’ statistical misinterpretations – innovative teacher training with eye-tracking vignettes

CoM-MIT

Coden im Mathematikunterricht – Mathematik-Informatik Transfer
(Coding in mathematics lessons –
Mathematics-Informatics transfer)

MINT-SDL21

Potenziale der MINT-Fächer beim Aufbau von Statistical und Data Literacy als Schlüsselkompetenzen im 21. Jahrhundert
(The potential of STEM subjects in developing statistical and data literacy as key competences in the 21st century)

DiaKom B3

Teilprojekt B3: Diagnostische Urteile von Lehrkräften zur Schwierigkeit von Mathematikaufgaben. Eine prozessorientierte Untersuchung mit Eye-Tracking und Stimulated Recall Interviews.
(Teachers' diagnostic judgments on the difficulty of mathematics tasks. A process-oriented study with eye-tracking and stimulated recall interviews.)

Publications (Selection)

Teaching for statistical and data literacy in K-12 STEM education.
A systematic review on teacher variables, teacher education, and impacts on classroom practice.

ZDM – Mathematics Education, 56, 31 – 45.

Schreiter, S., Friedrich, A., Fuhr, H., Malone, S., Brünken, R., Kuhn, J., & Vogel, M. (2023)

Eye-tracking measures as indicators for a local vs. global view of data

Frontiers in Education, 7, 1–11.
Special Issue: Eye-tracking for STEM Education Research. New Perspectives.

Schreiter, S. & Vogel, M. (2023)

Die Rolle des Wissens angehender Mathematiklehrkräfte beim Diagnostizieren schwierigkeitsgenerierender Aufgabenmerkmale. Erkenntnisse aus Eye-Tracking Stimulated Recall Interviews.

Journal für Mathematik-Didaktik, 43(1), 101–133.

Schreiter, S., Vogel, M., Rehm, M., & Dörfler, T. (2022)

Fachlich vs. Instruktional: Welche Aufgabenmerkmale werden bei der Schwierigkeitseinschätzung von Bruchrechenaufgaben identifiziert und evaluiert? Eine Studie mit Eye-Tracking Stimulated Recall Interviews.

In P. Klein, N. Graulich, J. Kuhn, M. Schindler (Hrsg.), Eye Tracking in der Mathematik- und Naturwissenschaftsdidaktik: Forschung und Praxis (pp. 159–175). Springer Nature.

Schreiter, S., Vogel, M., Rehm, M., & Dörfler, T. (2022)

Teachers’ diagnostic judgment regarding the difficulty of fraction tasks: A reconstruction of perceived and processed task characteristics.

RISTAL, 4 (1), 127–145.

Schreiter S., Vogel M., Rehm M. & Dörfler T. (2021)

Statistical thinking and viewing patterns when comparing data distributions: an eye-tracking study with 6th and 8th graders.

Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (PME) (pp. 179–186)

Schreiter, S. & Vogel, M. (2023)

Programmieren im Mathematikunterricht der Primarstufe.
[Coding in elementary school mathematics lessons]

Beiträge zum Mathematikunterricht. WTM-Verlag.

Dennhard, J., & Schreiter S. (2022)

Cross-curricular approaches to promoting statistical and data literacy in STEM school education: a systematic review

Proceedings of the 11th Conference on Teaching Statistics (ICOTS) (pp. 1-4)

Schreiter, S., Vogel, M., Friedrich, A., Malone, S., Brünken, R., Becker-Genschow, S., Lehmann, J., Mosetter, T., Haaß, S., & Kuhn, J. (2022)

Teaching

Inspiring curiosity, fostering understanding

To me, these are two fundamental principles guiding the teaching and learning of mathematics.

My current courses at the university of education Schwäbisch Gmünd (SS 2024):

Saskia Schreiter

Professor of Mathematics Education

University of Education Schwäbisch Gmünd

Research Interests: