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Frank Reinhold
Professor of Mathematics Education
Frank Reinhold is Professor of Mathematics Education at the University of Education Freiburg. His research lies at the intersection of mathematics education, educational psychology, and digital learning, with particular interest in instructional design, learning processes, and the professional development of teachers.
Recent News
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My Research Focus
My research is structured around three mutually reinforcing themes.
Digital Learning in Mathematics
I investigate how digital learning environments transform mathematics education—from interactive tasks to adaptive learning pathways—bridging mathematics education with educational psychology.
Cognitive & Motivational Processes
I analyze cognitive strategies, motivation, and emotions in mathematical learning to understand the processes that support successful learning trajectories.
Learning Analytics & Empirical Methods
Using advanced quantitative methods, process data, and learning analytics, I model learning processes and intervention effects, including GLMMs, response time analysis, and eye-tracking.
Featured Publications
Key works that highlight the focus and direction of my research.
(2025).
Scaffolding of learning activities: Aptitude-treatment-interaction effects in math?.
Learning and Instruction.
(2025).
Stimulating individual learning of the concept of fraction equivalence: How students utilize adaptive features in digital learning environments mediates their effect.
Learning and Instruction.
(2024).
Developing initial notions of variability when learning about box plots.
Mathematical Thinking and Learning.
(2024).
Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework.
Educational Psychology Review.
(2023).
Disentangling magnitude processing, natural number biases, and benchmarking in fraction comparison tasks: A person-centered Bayesian classification approach.
Contemporary Educational Psychology.
(2021).
Students' coping with the self-regulatory demand of crisis-driven digitalization in university mathematics instruction: do motivational and emotional orientations make a difference?.
Computers in Human Behavior.
(2020).
Process data from electronic textbooks indicate students' classroom engagement.
Learning and Individual Differences.
(2020).
The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis.
Computers & Education.
(2020).
Learning Fractions with and without Educational Technology: What Matters for High-Achieving and Low-Achieving Students?.
Learning and Instruction.
(2018).
Design and research potential of interactive textbooks: the case of fractions.
ZDM Mathematics Education.