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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 Director 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

ELMaWi – Assessing Subject-Specific Competences in Teacher Education in Mathematics and Economics
TEG-Know – Teacher Expectations, Gender Stereotypes, and Professional Knowledge
IPN Textbookstudy – Quality and Effects of Mathematics Textbooks on Elementary School Students’ Arithmetic Proficiency
MaLeMINT – Mathematical Prerequisites for study programs
MMS-Primary School – Evaluation of the mathematics primary school support program
DiASper – Digital Work Environments from School Perspective
WILMA – We love mathematics!

Selected Publications

van den Ham, A-K., & Heinze, A. (2022). Evaluation of a state-wide mathematics support program for at-risk students in Grades 1 and 2 in Germany. Journal of Research on Educational Effectiveness, 15(4), 687-716. DOI: 10.1080/19345747.2022.2051651
Sievert, H., van den Ham, A-K., & Heinze, A. (2021). Are first graders' arithmetic skills related to the quality of mathematics textbooks? A study on students’ use of arithmetic principles. Learning and Instruction, 71, 1-14. [101401]. DOI: 10.1016/j.learninstruc.2020.101401
Deeken, C., Neumann, I., & Heinze, A. (2020). Mathematical prerequisites for STEM programs: What do university instructors expect from new STEM undergraduates? International Journal of Research on Undergraduate Mathematics Education, 6(1), 23-41. DOI: 10.1007/s40753-019-00098-1
Hoth, J., Jeschke, C., Dreher, A., Lindmeier, A., & Heinze, A. (2020). Ist akademisches Fachwissen hinreichend für den Erwerb eines berufsspezifischen Fachwissens im Lehramtsstudium? Eine Untersuchung der Trickle-down-Annahme. Journal für Mathematik-Didaktik, 41(2), 329-356. DOI: 10.1007/s13138-019-00152-0
Sievert, H., van den Ham, A-K., Niedermeyer, I., & Heinze, A. (2019). Effects of mathematics textbooks on the development of primary school children's adaptive expertise in arithmetic. Learning and Individual Differences, 74, 101716. DOI: 10.1016/j.lindif.2019.02.006
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. DOI: 10.1111/bjep.12277
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
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.

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