Prof. Dr. Michael Schneider

Michael Schneider is a Professor of Educational Psychology at the University of Trier. He investigates how knowledge acquisition contributes to the development of broader competence and expertise in the STEM disciplines (Science, Technology, Engineering, Mathematics).

His research interests include effective teaching practices in higher education, conceptual change in science learning, strategy development in mathematics learning, and mental magnitude representations.

Michael Schneider received his PhD 2006 from the Max Planck Institute for Human Development, Berlin, Germany, followed by postdoc positions at the ETH Zurich (Elsbeth Stern), Switzerland, and at the Carnegie Mellon University (Robert S. Siegler), Pittsburgh, USA. 

  • Full curriculum vitae [PDF]
  • ResearchGate profile [Link]


In press

  • Halbeisen, G., Walther, E., & Schneider, M. (in press). Evaluative conditioning and the development of attitudes in early childhood. Child Development.
  • Schneider, M., & Flaig, M. (in press). Hochschuldidaktik. In D. H. Rost, J. Sparfeld, & S. Buch (Eds.), Handwörterbuch Pädagogische Psychologie (5th ed.). Weinheim: Beltz.
  • Schneider, M., Beeres, K., Coban, L., Simon, M., Schmidt, S. S., Stricker, J., De Smedt, B. (in press). Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: A meta-analysis. Developmental Science. doi: 10.1111/desc.12372 [pdf]


  • Alcock, L., Ansari, D., Batchelor, S., Bissona, M.-J., De Smedt, B., Gilmore, C., Göbel, S. M., Hannula-Sormunen, M., Hodgen, J., Inglis, M., Jones, I., Mazzocco, M., McNeil, N., Schneider, M., Simms, V., Weber, K. (2016). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2(1), 20-41. [pdf] [Journal]


    • Schneider, M., & Mustafić, M. (eds.) (2015). Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe. Heidelberg: Springer. doi: 10.1007/978-3-662-45062-8 [Publisher] [Google Books]
    • Schneider, M., & Mustafić, M. (2015). Hochschuldidaktik als quantitativ-empirische Wissenschaft. In M. Schneider, Maida Mustafić (eds.), Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe (pp. 1-12). Heidelberg: Springer. doi: 10.1007/978-3-662-45062-8_1
    • Torbeyns, J. Schneider, M., Xin, Z., & Siegler, R. S. (2015). Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents. Learning and Instruction, 37, 5-13. doi: 10.1016/j.learninstruc.2014.03.002. [pdf]
    • Rittle-Johnson, B., Schneider, M., & Star, J. (2015). Not a one-way street: Bi-directional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27, 587-597. doi: 10.1007/s10648-015-9302-x [pdf]
    • Rittle-Johnson, B., & Schneider, M. (2015). Developing conceptual and procedural knowledge in mathematics. In R. Cohen Kadosh & A. Dowker (Eds.), Oxford handbook of numerical cognition (pp. 1102-1118). Oxford, UK: Oxford University Press. doi: 10.1093/oxfordhb/9780199642342.013.014 [pdf] [Link]


    • Edelsbrunner, P., & Schneider, M. (2013). Modelling for prediction vs. modelling for understanding: Commentary on Musso et al. (2013). Frontline Learning Research, 2, 99-101. doi: 10.14786/flr.v1i2.74 [pdf]
    • Heine, A., Wißmann, J., Tamm, S., De Smedt, B., Schneider, M., Stern, E., Verschaffel, L., & Jacobs, A. M. (2013). An electrophysiological investigation of non-symbolic magnitude processing: Numerical distance effects in children with and without mathematical learning disabilities. Cortex, 49(8), 2162-2177. doi: 10.1016/j.cortex.2012.11.009 [pdf]
    • Schneider, M., * & Hardy, I. * (2013). Profiles of inconsistent knowledge in children's pathways of conceptual change. Developmental Psychology, 49(9), 1639-1649. doi: 10.1037/a0030976 [pdf] 
      * both authors contributed equally
    • Vogel, S. E., Grabner, R. H., Schneider, M., Siegler, R. S., & Ansari, D. (2013). Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study. Neuropsychologia, 51(5), 979-989. doi: 0.1016/j.neuropsychologia.2013.02.001 [pdf]


    • Schneider, M. (2012). Knowledge integration in mathematics learning: The case of inversion. Educational Studies in Mathematics, 79(3), 447-453. [pdf]
    • De Smedt, B., Ansari, D., Grabner, R. H., Hannula-Sormunen, M., Schneider, M., & Verschaffel, L. (2011). Cognitive neuroscience meets mathematics education: It takes two to tango [Reply to Turner (2011)]. Educational Research Review, 6, 232-237. [pdf]


    • Schneider, M., Rittle-Johnson, B., & Star, J. R. (2011). Relations between conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. Developmental Psychology, 46, 1525-1538. [pdf]
    • Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62(4), 273-296. [pdf]


    • Grabner, R. H., Ansari, D., Schneider, M., De Smedt, B., Hannula, M., Stern, E. (ed.) (2010). Special issue on cognitive neuroscience and mathematics education research. ZDM – International Journal on Mathematics Education, 42(6).
    • Stern, E., & Schneider, M. (2010). A digital road map analogy of the relationship between neuroscience and educational research. [Editorial for the special issue on neuroscience and mathematics educational research]. ZDM – International Journal on Mathematics Education, 42(6), 511-514. [pdf]
    • Schneider, M., & Siegler, R. S. (2010). Representations of the magnitudes of fractions. Journal of Experimental Psychology: Human Perception and Performance, 36(5), 1227-1238. [pdf]
    • Heine, A., Tamm, S., De Smedt, B., Schneider, M., Thaler, V., Torbeyns, J., Stern, E., Verschaffel, L., & Jacobs, A. M. (2010). The numerical Stroop effect in primary school children: A comparison of low, normal, and high achievers. Child Neuropsychology, 16(5), 461-477. [pdf]
    • Heine, A., Thaler, V., Tamm, S., Hawelka, S., Schneider, M., Torbeyns, J., De Smedt, B., Verschaffel, L., Stern, E., Jacobs, A. M. (2010). What the eyes already 'know': Using eye measurement to tap into children's implicit numerical magnitude representations. Infant and Child Development, 19(2), 175-186. [pdf]
    • Schneider, M., & Stern, E. (2010). The developmental relations between conceptual and procedural knowledge: A multimethod approach. Developmental Psychology, 46(1), 178-192. [pdf]
    • De Smedt, B., Ansari, D., Grabner, R. H., Hannula, M. M., Schneider, M., & Verschaffel, L. (2010). Cognitive neuroscience meets mathematics education. Educational Research Review, 5(1), 97-105.


    • Schneider, M., Grabner, R. H., & Paetsch, J. (2009). Mental number line, number line estimation, and mathematical achievement: Their interrelations in grades 5 and 6. Journal of Educational Psychology, 101(2), 359-372. [pdf]
    • Schneider, M., & Stern, E. (2009). The inverse relation of addition and subtraction: A knowledge integration perspective. Mathematical Thinking and Learning, 11(1), 92-101. [pdf]

    Vor 2009

    • Schneider, M., Heine, A., Thaler, V., Torbeyns, J., De Smedt, B., Verschaffel, L., Jacobs, A., & Stern, E. (2008). A validation of eye movements as a measure of elementary school children’s developing number sense. Cognitive Development, 23(3), 424-437. [pdf]
    • Schneider, M., & Stern, E. (2007). Informationsverarbeitungsansätze der Entwicklungspsychologie [Information processing accounts in developmental psychology]. In M. Hasselhorn & W. Schneider (Eds.), Handbuch der Entwicklungspsychologie (pp. 26-37). Göttingen: Hogrefe. [pdf]
    • Hardy, I., Schneider, M., Jonen, A., Stern, E., & Möller, K. (2005). Fostering diagrammatic reasoning in science education. Swiss Journal of Psychology, 64(3), 207-217. [pdf]
    Michael Schneider
    Room: D203
    Tel.: 0651-201 2924
    Fax.: 0651-201 3848
    E-Mail.: m.schneideruni-trierde
    Office hour:
    Mittwochs, 14:45-15:45 Uhr
    Multivariate Verfahren (V)
    Donnerstag 10:00 - 12:00, HS 8
    Multivariate Verfahren - Tutorium (T)
    Mittwoch 12:00 - 14:00, D 324 (PC-Pool)
    Pädagogische Psychologie I (V)
    Dienstag 16:00 - 18:00, HS 5
    Ausgewählte Fragestellungen der Pädagogischen Psychologie, Abt. Pädagogische Psychologie (S)
    Dienstag 14:00 - 16:00, E 139
    Modul C - Kompetenzentwicklung im Lebenslauf: Forschungsorientiertes Wahlpflichtmodul - Ausgewählte Probleme, Abt. Pädagogische Psychologie (S)
    Donnerstag 14:00 - 16:00, D 034