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Tobias Rolfes

Dr. rer. nat.
Mathematics Education

Contact

phone +49-(0)431-880-1305
address Olshausenstraße 62, D-24118 Kiel
room 2a

Education

2017 Doctorate in mathematics, University of Koblenz-Landau, Campus Landau
2010 Diplom (Ger.) in economics (Dipl-Kfm.), University of Hagen
2004 Second state examination (teacher education program) in mathematics and history, Wiesbaden
2001 First state examination (teacher education program) in mathematics and history, University of Münster

Professional Activity

10/2019 – present Research scientist, IPN - Leibniz-Institute for Science and Mathematics Education
2019 Visiting professor for mathematics education, University of Munich
2018 – 2019 Visiting professor for mathematics and mathematics education, University of Education in Weingarten
2012 – 2018 Research scientist (and doctoral candidate), University of Koblenz-Landau, Campus Landau
2007 – 2012 Secondary/High school teacher, Rabanus-Maurus-Gymnasium Mainz
2004 – 2007 Secondary/High school teacher, Lutherschule Hannover
2002 – 2004 Trainee teacher, Oranienschule Wiesbaden

Research Interests

Competence development in mathematics
Digital media in mathematics teaching and learning
Concept of probability
Functional thinking
Statistical Charts and Statistical Literacy

Current Projects

Development of mathematical-scientific competences in upper secondary school

Selected Publications

Rolfes, T., Roth, J. & Schnotz, W. (2020). Learning the concept of function with dynamic visualizations. Frontiers in Psychology, 11, 693. https://doi.org/10.3389/fpsyg.2020.00693
Rolfes, T., & Fahse, C. (2019). Zufallsphänomene erfassen: Wahrscheinlichkeit, Erwartungswert und Variabilität. Mathematik lehren. (213), 2–7.
Rolfes, T. (2018). Funktionales Denken: Empirische Ergebnisse zum Einfluss von statischen und dynamischen Repräsentationen. Springer. https://doi.org/10.1007/978-3-658-22536-0
Rolfes, T., Roth, J., & Schnotz, W. (2018). Effects of tables, bar charts, and graphs on solving function tasks. Journal für Mathematik-Didaktik, 39(1), 97–125. https://doi.org/10.1007/s13138-017-0124-x
Dörr, J., Rolfes, T., Schmerenbeck, D., & Weber, R. (2015). Gestaltungselemente in Lernpfaden zur Unterstützung des selbstgesteuerten Lernens: Ein Unterrichtsversuch am Beispiel der Einführung in die Differentialrechnung. In J. Roth, E. Süss-Stepancik, & H. Wiesner (Eds.), Medienvielfalt im Mathematikunterricht: Lernpfade als Weg zum Ziel (pp. 137–156). Springer. https://doi.org/10.1007/978-3-658-06449-5_8