Frank Reinhold

Frank Reinhold

Professor of Mathematics Education

University of Education Freiburg

Biography

Frank Reinhold is a professor of mathematics education at the University of Education Freiburg. His research interests include mathematics education, educational psychology and teacher training.

He studied mathematics education and physics education at the University of Regensburg, Germany. He worked as an academic high school teacher before he started his PhD in mathematics education at the Technical University of Munich, Germany.

Interests

  • Mathematics Education
  • Educational Psychology
  • Technology in Education

Education

  • PhD in Mathematics Education, 2018

    Technical University of Munich

  • Secondary School Teacher, 2014

    Max-Planck-Gymnasium Munich

  • Mathematics & Physics Education, 2012

    University of Regensburg

Publication

Abt et al., (2024), Developing initial notions of variability when learning about box plots

Math. Think. Learn.

Publication

Reinhold et al., (2024), Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework

Educ. Psychol. Rev.

Publication

Hofer et al., (2024), Self-perceptions as mechanisms of achievement inequality: evidence across 70 countries

npj Science of Learning

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Experience

 
 
 
 
 

Professor of Mathematics Education

University of Education Freiburg

Dec 2021 – Present Freiburg, Germany
Institute for Mathematics Education
 
 
 
 
 

PostDoc Position

Freiburg University of Education Freiburg

Aug 2020 – Nov 2021 Freiburg, Germany
Institute for Mathematics Education
 
 
 
 
 

PostDoc Position

Technical University of Munich

Jul 2018 – Jul 2020 Munich, Germany
TUM School of Education | Heinz Nixdorf-Chair of Mathematics Education
 
 
 
 
 

PhD Student

Technical University of Munich

Sep 2014 – Jun 2018 Munich, Germany
TUM School of Education | Heinz Nixdorf-Chair of Mathematics Education
 
 
 
 
 

Academic High School Teacher

Wilhelm-Hausenstein-Gymnasium

Sep 2014 – Aug 2017 Munich, Germany
Secondary school mathematics & physics

Selected Projects

‘Startchancen’ Program

Scientific support and research for the ‘Startchancen’ Program
DIPF DZLM

MINT-ProNeD

Promotion of adaptive, process-related, digital-based innovations in STEM teacher training
lernen:digital

Di.ge.LL

Digitally supported teaching-learning settings for cognitive activation
Phase 1 Phase 2

frACTIONs

Motivated Action in Learning Fractions with Digital Tools
ResearchGate

Featured Publications

Download List of Publications

Developing initial notions of variability when learning about box plots

We developed a digital learning environment assuming that enhanced variability-focused cognitive activities during learning indicate the acquisition of the necessary conceptual knowledge.
Martin Abt, Timo Leuders, Katharina Loibl, Frank Reinhold
PDF DOI

Transitions between conceptual and procedural knowledge profiles. Patterns in understanding fractions and indicators for individual differences

We investigated profiles of conceptual and procedural fraction knowledge, their longitudinal transitions, and the underlying factors.
Katja Lenz, Frank Reinhold, Gerald Wittmann
PDF DOI

How can eye-tracking data be used to understand cognitive processes when comparing data sets with box plots

We investigated whether eye-tracking data can help to better understand which information is processed in boxplot items in different schemas.
Martin Abt, Timo Leuders, Katharina Loibl, Anselm Strohmaier, Wim Van Dooren, Frank Reinhold
PDF DOI

Do quality criteria of instructional explanatory videos in algebra influence student choice? A feasibility study using conjoint analysis to assess implicit reasoning in educational contexts

We examined the focus on subject-matter didactical and multimedia features among 34 students aged 14–15 years in instructional explainer videos regarding Algebra.
Frank Reinhold, Rahel Flubacher, Vanessa Mindl
PDF DOI

Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework

We introduce a cognitive process framework for the mechanisms of learning with digital tools (CoDiL) that combines core ideas from the psychology of instruction, cognitive psychology, and domain-specific research on learning and instruction.
Frank Reinhold, Timo Leuders, Katharina Loibl, Matthias Nückles, Maik Beege, Jan M. Boelmann
PDF Project Poster DOI

Self-perceptions as mechanisms of achievement inequality: evidence across 70 countries

We studied five self-perceptions (self-perceived competency, self-efficacy, growth mindset, sense of belonging, and fear of failure) and assessed academic achievement in terms of reading achievement.
Sarah I. Hofer, Jörg-Henrik Heine, Sahba Besharati, Jason C. Yip,, Frank Reinhold, Eddie Brummelman
PDF DOI

Disentangling magnitude processing, natural number biases, and benchmarking in fraction comparison tasks: A person-centered Bayesian classification approach

We identify distinct cognitive processes via students’ behavior in assessment tasks regarding the comparison of two fractions.
Frank Reinhold, Timo Leuders, Katharina Loibl
PDF Poster DOI

Topic specificity of students' conceptual and procedural fraction knowledge and its impact on errors

We performed a latent profile analysis to show that the level of conceptual and procedural fraction knowledge can vary within students between topics.
Katja Lenz, Frank Reinhold, Gerald Wittmann
DOI

Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding

We developed a simulation that aims at measuring and fostering teachers’ competencies to assess students’ mathematical abilities and misconceptions.
Christian Schons, Andreas Obersteiner, Frank Reinhold, Frank Fischer, Kristina Reiss
PDF DOI

Supporting student motivation in class: the motivational potential of tasks

We analyzed current ninth grade mathematics and physics tasks to assess the potential of textbook tasks to promote student motivation.
Anna Heinle, Anja Schiepe-Tiska, Frank Reinhold, Jörg-Henrik Heine, Doris Holzberger
PDF DOI

Students home alone—profiles of internal and external conditions associated with mathematics learning from home

We identified student profiles defined by internal factors and external factors—all specifically related to home learning.
Sarah Hofer, Frank Reinhold, Marco Koch
PDF DOI

Different complex word problems require different combinations of cognitive skills

In this study we emphasize how word problems may differ with regard to the cognitive skills required to solve them correctly.
Anselm Strohmaier, Frank Reinhold, Sarah Hofer, Michal Berkowitz, Birgit Vogel-Heuser, Kristina Reiss
PDF Poster DOI

Students' coping with the self-regulatory demand of crisis-driven digitalization in university mathematics instruction: do motivational and emotional orientations make a difference?

We investigated the role of students’ motivational and emotional orientations regarding mathematics in coping with the high self-regulatory demand due to the radical shift from face-to-face lectures to online learning in university mathematics instruction—induced by the COVID-19 pandemic.
Frank Reinhold, Christian Schons, Sarah Scheuerer, Peter Gritzmann, Jürgen Richter-Gebert, Kristina Reiss
Dataset DOI

Process data from electronic textbooks indicate students' classroom engagement

This study demonstrates a viable way to unobtrusively measure students’ classroom engagement utilizing process data from electronic textbooks.
Frank Reinhold, Anselm Strohmaier, Stefan Hoch, Kristina Reiss, Ricardo Böheim, Tina Seidel
DOI

The Role of Spatial, Verbal, Numerical, and General Reasoning in Complex Word Problem Solving for Young Female and Male Adults

This study analyzed the relative importance of different cognitive abilities—spatial, verbal, numerical, and general reasoning—for solving Complex mathematical Word Problems among N = 1282 first-year university engineering students.
Frank Reinhold, Sarah Hofer, Michal Berkowitz, Anselm Strohmaier, Sarah Scheuerer, Frieder Loch, Birgit Vogel-Heuser, Kristina Reiss
PDF DOI

The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

The comprehensive meta-analysis investigated how the use of technology can enhance learning in mathematics and science. 92 studies compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes, g = 0.65.
Delia Hillmayr, Lisa Ziernwald, Frank Reinhold, Sarah Hofer, Kristina Reiss
PDF Source Document DOI

Learning Fractions with and without Educational Technology: What Matters for High-Achieving and Low-Achieving Students?

We developed interactive material for learning fractions providing scaffolds in an e-textbook. High-achieving students did benefit from the curriculum, regardless of whether it was presented with or without interactive scaffolds, while for low-achieving students using scaffolds was decisive.
Frank Reinhold, Stefan Hoch, Bernhard Werner, Jürgen Richter Gebert, Kristina Reiss
PDF DOI

Design and research potential of interactive textbooks: the case of fractions

Computer-based learning environments introduce aspects that allow further information on learning processes to be gleaned. In this study, linear mixed models revealed a negative effect of time on task on task success, which was moderated by exercise difficulty and by student competence.
Stefan Hoch, Frank Reinhold, Bernhard Werner, Jürgen Richter Gebert, Kristina Reiss
PDF DOI

Awards

Scholarship for postdoctoral researchers 2021

Daimler and Benz Foundation Mar 2021 – Feb 2023
The Foundation awards scholarships to junior professors and postdoctoral researchers. The objective is to strengthen the autonomy and creativity of the next generation of scientists and to pave the way for the dedicated researchers’ professional careers during the productive phase following their doctorates.

GDM Dissertation Award 2020

Gesellschaft für Didaktik der Mathematik (GDM) Mar 2020
Every two years, the Society for Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik, GDM) awards the GDM Dissertation Award for an outstanding dissertation to a young mathematics didactician.

Nominated for the Polytechnik-Preis 2019: Dealing with Diversity in MINT Education. Awarded with a certificate of honour.

Stiftung Polytechnische Gesellschaft Oct 2019
Since 2011, the Foundation has honored the outstanding, innovative research and development achievements of scientists in the field of didactics with the Polytechnic Award for the Didactics of Mathematics, Computer Science, Natural Sciences and Technology.

Academic Service

Reviewing activities

Journals and conferences Apr 2024
American Educational Research Journal · British Journal of Educational Technology · Child Development · Cogent Education · Computers & Education · Computers in Human Behavior · Current Opinion in Behavioral Sciences · Cybernetics and Systems · Educational Psychology · Educational Psychology Review · European Journal of Psychology of Education · Frontiers in Education · Frontiers in Psychology · IEEE Transactions on Education · International Journal of Environmental Research and Public Health · Journal für Mathematik-Didaktik · Journal of Experimental Psychology: Human Perception and Performance · Journal of Numerical Cognition · Journal of Mathematics Teacher Education · Learning and Individual Differences · Learning and Instruction · Mathematical Thinking and Learning · Multimodal Technologies and Interaction · PLoS ONE · Psychologie in Erziehung und Unterricht · Unterrichtswissenschaft · ZDM Mathematics Education · Zeitschrift für Erziehungswissenschaft · Zeitschrift für Mathematikdidaktik in Forschung und Praxis | Annual Meeting of the American Educational Research Association (AERA) · EARLI SIG3 (Conceptual Change) · Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) · Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM)

Membership

Professional organizations Apr 2024
European Association for Research on Learning and Instruction · Gesellschaft für Didaktik der Mathematik · International Group for the Psychology of Mathematics Education

Cooperative head

Mathematics Education and Digital Tools (AK MdW) Sep 2021
Cooperative head of the working group ‘Mathematics Education and Digital Tools (AK MdW)’ of the Society for Didactics of Mathematics (GDM) together with Prof. Florian Schacht

Other activities

Selection Jun 2018 – Apr 2024
Member of the expert panel on the further education initiatives ‘Digitale Medien für den Fachunterricht nutzen’ and ‘Starke Basis’ of the Center for School Quality and Teacher Education (ZSL) in Baden-Württemberg · Scientific advisor of the State Institute for School Quality and Educational Research (ISB) Munich for the learning area mathematics · Expert for the Institute for Quality Development in Education (IQB) in the context of VerA-8 · State Examination Mathematics Education Bavaria (Assignment & Correction) · Textbook author · Mentor of doctoral students

Contact