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Heinze, Aiso

Aiso Heinze

Prof. Dr. rer. nat.
Mathematics Education


phone +49-(0)431-880-3096
address Olshausenstraße 62, D-24118 Kiel
room 1


December 2005 Habilitation (postdoctoral thesis) on proving in mathematics and in Mathematics Education. Title:"Beweisen in der Mathematik und im Mathematikunterricht: Zum Erlernen einer grundlegenden mathematischen Tätigkeit" (Proving in mathematics and mathematics instruction: Learning a fundamental mathematical activity)
June 2001 Ph.D in mathematics (Dr. rer. nat.), title of the thesis: Applications of Schur Rings in Algebraic Combinatorics: Graphs, Partial Difference Sets and Cyclotomic Schemes
1997 Start of my Ph.D project in graph theory/algebraic combinatorics. Advisor: Prof. Dr. Dr. h.c. Ulrich Knauer
1996 Degree: 1. Staatsexamen Lehramt an Gymnasien, Thesis (Staatsexamensarbeit): Kantenmorphismen von Graphen und Hypergraphen [Edge morphisms of graphs and hypergraphs]
1991 - 1996 Studies of Mathematics and Chemistry (Lehramt an Gymnasien) at the University of Oldenburg

Professional Activity

May 2008 Head of the new Department of Mathematics Education at the Leibniz Institute for Science Education (IPN) Kiel and Professor for Mathematics Education at the University of Kiel
October 2007 Professor for Mathematics Education at the University of Regensburg
July 2007 Elected as a member of the International Committee of the International Group for the Psychology of Mathematics Education (PME) at the PME conference in Seoul (South Korea)
January 2006 Postdoctoral lecture qualification and appointment as private lecturer at the University of Munich, venia legendi for Mathematics Education
October 2005 Assistant professor (wiss. Assistent) at the Chair of Mathematics Education, University of Munich
February 2003 Dissertation award (Weser-Ems-Wissenschaftspreis 2002)
November 2002 Gerhard Wachsmann award from the University of Oldenburg for the best thesis in 2001
October 2002 Assistant professor (wiss. Assistent) at the Chair of Mathematics Education, University of Augsburg
Spring 2000 Two-month research stay at the Ben-Gurion-University of the Negev in Beer-Sheva, Israel (DAAD-Ph.D scholarship). Advisor: Prof. Dr. Mikhail Klin
March 1998 Staff member in the research group for Mathematics Education (Prof. Dr. Kristina Reiss), University of Oldenburg

Research Interests

Development of the mathematical competence of kindergarten and primary school children
Role of mathematical competence for vocational education
Challenges for learning mathematics after the transition school - university
Professional competence of mathematics teachers

Current Projects

WILMA - We love mathematics!
ELMaWi - Assessing Subject-Specific Competences in Teacher Education in Mathematics and Economics
TEG-Know – Teacher Expectations and Professional Knowledge
KiL/KeiLa - The Development of professional competence in pre-service mathematics and science teacher education
MaLeMINT Mathematical Prerequisites for STEM programs: A Delphi Study
MMS - Primary School - Evaluation of the mathematics primary school support program
PANaMa - Perspectives on the labor market with science and mathematics

Selected Publications

van den Ham, A.-K., & Heinze, A. (2018). Does the textbook matter? Longitudinal effects of textbook choice on primary school students’ achievement in mathematics. Studies in Educational Evaluation, 59, 133-140. DOI: 10.1016/j.stueduc.2018.07.005
Heinze, A., Arend, J., Grüßing, M., & Lipowsky, F. (2018). Instructional approaches to foster third graders’ adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction. Instructional Science, 46(6), 869-891. DOI: 10.1007/s11251-018-9457-1
Dreher, A., Lindmeier, A., & Heinze, A. (2018). What kind of content knowledge do secondary mathematics teachers need? A conceptualization taking into account academic and school mathematics. Journal für Mathematik-Didaktik, (39)2, 319-341. DOI: 10.1007/s13138-018-0127-2
Tröbst, S. A., Kleickmann, T., Heinze, A., Bernholt, A., Rink, R., & Kunter, M. (2018). Teacher knowledge experiment: Testing mechanisms underlying the formation of pre-service elementary school teachers’ pedagogical content knowledge concerning fractions and fractional arithmetic. Journal of Educational Psychology, 110(8), 1049-1065. DOI: 10.1037/edu0000260
Neumann, I., Pigge, C., & Heinze, A. (2017). Welche mathematischen Lernvoraussetzungen erwarten Hochschullehrende für ein MINT-Studium? Kiel: IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik.
Rach, S., & Heinze, A. (2017). The transition from school to university in mathematics: Which influence do school-related variables have? International Journal of Science and Mathematics Education, 15(7), 1343-1363. DOI: 10.1007/s10763-016-9744-8.
Heemsoth, T. & Heinze, A. (2016). Secondary School Students Learning from Reflections on the Rationale behind Self-made Errors: A Field Experiment. Journal of Experimental Education 84(1), 98-118. DOI: 10.1080/00220973.2014.963215
Jordan, A.-K., Duchhardt, C., Heinze, A., Tresp, T., Grüßing, M. & Knopp, E. (2015). Mehr als numerische Basiskompetenzen? Zur Dimensionalität und Struktur mathematischer Kompetenz von Kindergartenkindern. Psychologie in Erziehung und Unterricht, 3, 205-217. DOI: 10.2378/peu2015.art16d

Publications in the research information system

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