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

  • Schneider, M., Thompson, C. A., Rittle-Johnson, B. (in press). Associations of magnitude comparison and number line estimation with mathematical competence: A comparative review. In P. Lemaire (Ed.), Cognitive development from a strategy perspective: A festschrift for Robert Siegler. London: Routledge. [pdf] [Publisher]
  • Schneider, M., & Preckel, F. (in press). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin. [pdf]
  • Halbeisen, G., Walther, E., & Schneider, M. (in press). Evaluative conditioning and the development of attitudes in early childhood. Child Development. 10.1111/cdev.12657 [pdf]
  • 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., Merz, S., 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]


  • Merz, C. J., Dietsch, F., & Schneider, M. (2016). The impact of psychosocial stress on conceptual knowledge retrieval. Neurobiology of Learning and Memory, 134, 392-399. doi: 10.1016/j.nlm.2016.08.020 [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 [Effective teaching in higher education: An evidence-based perspective]. Heidelberg: Springer. doi: 10.1007/978-3-662-45062-8 [Publisher] [Google Books]
    • 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]
      (In the special issue Mind the Gap! Studies on the Development of the Rational Number Concept [Link])
    • 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]
      (In the special issue Myth or Reality? Evaluating Common Practices and Beliefs in Education [Link])
    • 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]. ZDM – International Journal on Mathematics Education, 42(6), 511-514. [pdf]
      (In the special issue Cognitive Neuroscience and Mathematics Education Research)
    • 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
    Modul B Multivariate Verfahren (V)
    Donnerstag 10:00 - 12:00, HS 9
    Pädagogische Psychologie I (V)
    Dienstag 16:00 - 18:00, HS 5
    Modul C - Kompetenzentwicklung im Lebenslauf. Forschungsorientiertes Wahlpflichtmodul - Forschungsorientierte Vertiefung: Metaanalyse zur effektiven Gestaltung von Vorlesungen. (S)
    Donnerstag 14:00 - 16:00, D 034