Prof. Dr. Andreas Obersteiner

Office:              Marsstrasse 20-22
                          Room 266, 2nd floor

Phone:             +49 - (0)89 - 289 - 25125


Profiles:           ResearchGate
                         Google Scholar

Office Hours:  on demand

Research Interests

  • Mathematical learning and development 
  • Mathematical cognition and mental representation of number
  • Teacher diagnostic competences

Selected Publications

Complete List of Publications and Talks (pdf)

Schwarzmeier, S., Obersteiner, A., Alibali, M. W, & Marupudi, V. (2024). How do people compare visualizations of fraction magnitudes? Evidence from adults’ and children’s eye movements with continuous and discretized tape diagrams. Journal of Mathematical Behavior, 75, 101160.

Brunner, K., Obersteiner, A., & Leuders, T. (2024). How pedagogical content knowledge sharpens prospective teachers’ focus when judging mathematical tasks: an eye-tracking study. Educational Studies in Mathematics, 115, 177–196.

​​​​​​​Obersteiner, A., Alibali, M. W., & Marupudi, V. (2022). Comparing fraction magnitudes: adults’ verbal reports reveal strategy flexibility and adaptivity, but also bias. Journal of Numerical Cognition, 8, 398–413.​​​​​​​

Wortha, S., Obersteiner, A., & Dresler, T. (2021). Neurocognitive foundations of fraction processing. In M. Danesi (Ed.). Handbook of Cognitive Mathematics. Springer: Cham.

Brunner, K., Obersteiner, A., & Leuders, T. (2021). How prospective teachers detect potential difficulties in mathematical tasks – an eye tracking study. RISTAL: Research in Subject Matter Teaching and Learning, 4, 108–125.

Strohmaier, A. R., MacKay, K. J., Obersteiner, A., & Reiss, K. M. (2020). Eye tracking methodology in mathematics education research: a systematic literature review. Educational Studies in Mathematics.

Obersteiner, A., Alibali, M. W., & Marupudi, V. (2020). Complex fraction comparisons and the natural number bias: the role of benchmarks. Learning and Instruction.​​​​​​​

Obersteiner, A., Dresler, T., Bieck, S. M., & Moeller, K. (2019). Understanding fractions: Integrating results from mathematics education, cognitive psychology, and neuroscience. In A. Norton, & M. Alibali (Eds.), Constructing number: merging perspectives from psychology and mathematics education (pp. 135–162). Cham, Switzerland: Springer.

Obersteiner, A., Van Hoof, J., Verschaffel, L., & Van Dooren, W. (2016). Who can escape the natural number bias in rational number tasks? British Journal of Psychology, 107, 537–555.

Obersteiner, A., Reiss, K., Ufer, S., Luwel, K. & Verschaffel, L. (2014). Do first-graders make efficient use of external number representations? The case of the twenty-frame. Cognition and Instruction, 32, 353–373.

Obersteiner, A., Van Dooren, W., Van Hoof, J., & Verschaffel, L. (2013). The natural number bias and magnitude representation in fraction comparison by expert mathematicians. Learning and Instruction, 28, 64–72.

Obersteiner, A., Reiss, K., & Ufer, S. (2013). How training on exact or approximate mental representations of number can enhance first-grade students' basic number processing and arithmetic skills. Learning and Instruction, 23, 125–135.


  • Academic Program Director (Bachelor and Master of Science Education at Secondary Schools)
  • Coordinator of the Special Interest Group "Conceptual Change" (SIG 3) of the European Association for Research on Learning and Instruction (EARLI)
  • Host of the 13th International Conference on Conceptual Change
  • Associate Editor of the Journal for Mathematics Didactics (JMD)
  • Associate Editor of the Journal for Numerical Cognition (JNC)
  • Advisory Board Member of the Journal Learning and Instruction
  • Advisory Board Member of the Journal Learning and Learning Disorders
  • Memberships in international research networks
    • EARLI Centre for Innovative Research "Conceptual Change"
    • FWO Research Network "Developing and stimulating competencies: Methodological challenges and opportunities for research".
  • Memberships in scientific organisations
    • Society for Didactics of Mathematics (GDM)
    • European Association for Research on Learning and Instruction (EARLI)
    • Special Interest Groups "Conceptual Change" (SIG 3) and "Neuroscience and Education" (SIG 22) of EARLI
    • International Group for the Psychology of Mathematics Education (IGPME)
  • Reviewer for journals including:
    Cognition; Educational Research Review; Educational Studies in Mathematics; International Journal of Science and Mathematics Education; Journal of Educational Psychology; Journal of Mathematics Teacher Education; Learning and Instruction; Mathematica Didactica; Mathematical Thinking and Learning; ZDM Mathematics Education; Zeitschrift für Erziehungswissenschaft
  • Reviewer for conferences, including EARLI, JURE, PME
  • Reviewer for organisations, including:
    German Research Foundation (DFG); Austrian Science Fund (FWF); Fonds National de la Recherche Luxembourg (FNR); Research Fund Flanders, Belgium (Fonds Wetenschappelijk Onderzoek - FWO); Netherlands Organisation for Scientific Research (NWO)

Curriculum vitae

since 04/2021 Professor for Mathematics Education, TUM School of Social Sciences and Technology, Department of Educational Sciences

Professor for Mathematics and Mathematics Education, University of Education Ludwigsburg

2018 Habilitation, TUM School of Education
03/2017–03/2018 Research Associate and Alexander von Humboldt Research Fellow, University of Wisconsin-Madison (USA)
04/2016–09/2020 Professor for Mathematics and Mathematics Education, University of Education Freiburg
2012 Postdoctoral Fellow, University of Leuven (Belgium)
2012 PhD, TUM School of Education 
2009–2016 Doctoral/Postdoctoral Researcher, Technical University of Munich
2007–2009 Doctoral Researcher, Ludwig-Maximilians-University of Munich
2005–2007 In-service teacher training, second state exam  
2004 University of Regensburg, first state exam