Research interests

• Diagnostic/Assessment competencies of mathematics teachers
• Interpretation of process data in mathematics education
• Simulation-based learning
• Misconceptions and conceptual change
• Effective scaffolding

Presentations

*Schons, C., Strohmaier, A., Kadluba, A., Obersteiner, A. (2024). Worauf achten Mathematiklehrkräfte bei der Diagnose von Schülerlösungen? Eine Analyse der Blickbewegungen. 11. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Potsdam.

Kadluba, A., Strohmaier, A., Schons, C., Obersteiner, A. (2024). Wie viel C steckt in TPACK? Ein systematisches Literaturreview zur Fachspezifität der Messung von TPACK im Kontext von Mathematikunterricht. 11. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Potsdam.

*Schons, C., Weiers, H., & Foulkes, M. (2023). Real-time assessment of mathematics state anxiety – implications for measurement and adaptive support. Mathematical Cognition and Learning Society Conference (MCLS), Loughborough (UK).

Schons, C. (2023). Analysing and fostering pre-service teachers' assessment competencies in a digital simulation. MPG Seminar at the Center for Mathematical Cognition, Loughborough (UK)

*Schons, C., Obersteiner, A., Fischer, F., Reiss, K. (2023). Diagnoseprozesse angehender Lehrkräfte in einer digitalen Simulation erklären Unterschiede in der Diagnoseakkuratheit. 10. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Essen.

Foulkes, M., Inglis, M., Reinhold, F., Schons, C., Strohmaier, A., Weiers, H., & Woollacott, B. (2022). Using content-specific process data in mathematics education research. Report from a network within our network. Poster presented at the 2022 meeting of the network ”Developing and stimulating competencies: Methodological challenges and opportunities for research“, Leuven, Belgium.

Schons, C. & Obersteiner, A. (2022). Aufgabenbasierte Diagnose mathematischer Fehlvorstellungen aus mathematikdidaktischer und psychologischer Perspektive. Herbsttagung des Arbeitskreises Psychologie und Mathematikdidaktik der GDM, Rauischholzhausen.

*Schons, C., Obersteiner, A., Fischer, F., Reiss, K. M. (2022). Identifying students' misconceptions in a digital simulation. 12th International Conference of the EARLI SIG Conceptual Change. Zwolle (NL).

Schons, C., Obersteiner, A., Fischer, F., Reiss, K. M. (2022). Task-based assessment of students' mathematical misconceptions in a digital simulation. Analyzing and Integrating Process Data in Educational Research. Workshop des Scientific Network Developing and stimulating competencies: Methodological challenges and opportunities for research (FWO). Loughborough, Großbritannien.

Schons, C., Obersteiner, A., Reinhold, F., Fischer, F., Reiss, K. (2021). Stimulating prospective mathematics teachers' diagnostic competencies with scaffolding. Meeting of the scientific network “Developing and stimulating competencies: Methodological challenges and opportunities for research”. Leuven (BE).

Schons, C., Obersteiner, A., Reinhold, F., Fischer, F., Reiss, K. (2021). Förderung von Diagnosekompetenzen angehender Mathematiklehrkräfte mit Simulationen: Effekte durch Scaffolding. Sitzung des Arbeitskreises Empirische Bildungsforschung der GDM, Online.

*Schons, C., Obersteiner, A., Fischer, F., Reiss, K. (2021). Learning to diagnose: effects of scaffolding in a simulation for prospective primary school teachers. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Gothenburg (SWE).

Schons, C., Obersteiner, A., Fischer, F., & Reiss, K. (2021). Scaffolding zur Förderung von Diagnosekompetenzen angehender Grundschullehrkräfte in Mathematik. Symposium - Cosima meets ProSim, Online.

Articles in Conference Proceesings

Articles in journals

*Schons, C., Obersteiner, A., Reinhold, F., Fischer, F., & Reiss, K. (2023). Developing a simulation to foster prospective mathematics teachers’ diagnostic competencies: The effects of scaffolding. Journal für Mathematik-Didaktik, 44(1), 59-82. https://doi.org/10.1007/s13138-022-00210-0

*Fischer, F., Bauer, E., Seidel, T., Schmidmaier, R., Radkowitsch, A., Neuhaus, B. J., Hofer, S. I., Sommerhoff, D., Ufer, S., Kuhn, J., Küchemann, S., Sailer, M., Koenen, J., Gartmeier, M., Berberat, P., Frenzel, A., Heitzmann, N., Holzberger, D., Pfeffer, J., Lewalter, D., Niklas, F., Schmidt-Hertha, B., Gollwitzer, M., Vorholzer, A., Chernikova, O., Schons, C., Pickal, A. J., Bannert, M., Michaeli, T., Stadler, M. & Fischer, M. R. (2022). Representational scaffolding in digital simulations – learning professional practices in higher education. Information and Learning Sciences, 123(11/12), 645-665. https://doi.org/10.1108/ILS-06-2022-0076

*Reinhold, F., Schons, C., Scheuerer, S., Gritzmann, P., Richter-Gebert, J. & Reiss, K. (2021). Students’ coping with the self-regulatory demand of crisis-driven digitalization in university mathematics instruction: do motivational and emotional orientations make a difference? Computers in Human Behavior, 120, 106732. https://doi.org/10.1016/j.chb.2021.106732

*peer-reviewed

CV

• since 12/2019: Research Assistant at the Heinz Nixdorf Endowed Chair for Didactics of Mathematics, TU Munich
• 05/2019 - 11/2019: Actuarial mathematician
• 10/2018 - 03/2019: Research assistant, Mathematical Institute, WWU Münster
• 10/2015 - 09/2018: M.Sc. Mathematics with minor in Psychology, WWU Münster
• 10/2012 - 09/2015: B.Sc. Mathematics with minor in Psychology, WWU Münster