Colin Jeschke

Dr. rer. nat.

Mathematics Education

Contact

phone	+49-(0)431-880-5483
email	[Email protection active, please enable JavaScript.]
address	Olshausenstraße 62, D-24118 Kiel
room	3a

Education

01/2020	PhD in mathematics, Kiel University
2010 – 2015	Studies in mathematics and physics at Kiel University. Degrees: Bachelor of Science, Master of Education

Professional Activity

02/2020 – present	Research scientist, IPN – Leibniz Institute for Science and Mathematics Education, Kiel
10/2015 – 01/2020	Research scientist and PhD student, IPN – Leibniz Institute for Science and Mathematics Education, Kiel
2013 – 2015	Student assistant, IPN – Leibniz Institute for Science and Mathematics Education, Kiel

Research Interests

Modelling and measuring mathematics teachers’ cognition and abilities

Learning mathematics at the transition from secondary to tertiary level

Discipline-specific Academic Buoyancy

Current Projects

ELMaWi-Transfer – Fostering Subject-specific Teaching Competence of Mathematics and Economics Pre-service Teachers using video-based ELMaWi Tools

ELMaWi – Measuring the discipline-specific cognitions and abilities of student teachers of mathematics and economics

KeiLa – The Development of professional competence in pre-service mathematics and science teacher education

Selected Publications

Jeschke, C., Lindmeier, A., & Heinze, A. (2020). Vom Wissen zum Handeln: Vermittelt die Kompetenz zur Unterrichtsreflexion zwischen mathematischem Professionswissen und der Kompetenz zum Handeln im Mathematikunterricht? Eine Mediationsanalyse [From Knowledge to Action: Does the Competence to Prepare and Reflect on Instruction Mediate Between Mathematics Teacher Knowledge and the Competence to Act in the Classroom? A Mediation Analysis]. Journal for Didactics of Mathematics. Online first article.

Jeschke, C., Kersting, N. B., Saas, H., Lindmeier, A., Kuhn, C., Zlatkin-Troitschanskaia, O. & Heinze, A. (2019). Investigating cognitive processes of mathematics teachers’ ability to apply knowledge for mastering the demands of teaching and reflecting instruction. In: KoKoHs Working Papers: Student learning outcomes assessment in higher education – Perspectives, concepts and approaches for research, transfer and implementation (12).

Jeschke, C., Kuhn, C., Lindmeier, A., Zlatkin-Troitschanskaia, O., Saas, H., & Heinze, A. (2019). What is the Relationship Between Knowledge in Mathematics and Knowledge in Economics? Investigating the professional knowledge of (pre-service) teachers trained in two subjects. Zeitschrift für Pädagogik, 65(4), 511–524. https://doi.org/10.3262/ZP1904511

Jeschke, C., Kuhn, C., Lindmeier, A., Zlatkin-Troitschanskaia, O., Saas, H., & Heinze, A. (2019). Performance assessment to investigate the domain specificity of instructional skills among pre-service and in-service teachers of mathematics and economics. British Journal of Educational Psychology, 89(3), 538–550. https://doi.org/10.1111/bjep.12277

Jeschke, C., Lindmeier, A., & Heinze, A. (2017). What do mathematics pre-service teachers lack for mastering instructional demands. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.): Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Volume 3, 33–41. PME.

Jeschke, C., Neumann, I., & Heinze, A. (2016). Predicting Early Dropout from University Mathematics: A Measure of Mathematics-Specific Academic Buoyancy. In Csíkos, C., Rausch, A., & Szitányi J., (Eds.): Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Volume 3, 43–50. PME.

Publications in the research information system

all publications recorded in PURE

Sektionen