Claire L. Forsmann

Claire L. Forsmann is an affiliated research scientist in the Educational Psychology working group and conducts psychometric network analyses, including in the area of fraction and algebra learning.

She completed her B.A. in Psychology in 1993 at the University of Texas at San Antonio and her M.A. in Psychology, with a focus on research methods, in 1996 at the University of West Florida. She worked as a psychologist on research projects for the U.S. military, at the University of Texas at El Paso, and at New Mexico State University. Since 2003, she has been a lecturer in psychology at New Mexico State University–Alamogordo, USA. From July 2022 to June 2025, she was a researcher in the DFG project Fraction Competence and Algebra Competence: Measuring, Modeling, and Explaining Their Predictive Relations and a doctoral student in the Educational Psychology group.
 

Publications

  • Forsmann, C. L., D'Erchie, M., Obersteiner, A., & Schneider, M. (2026). Connecting the dots: A psychometric network analysis of relations between students' fraction and algebra knowledge. Learning and Individual Differences, 128, 102851. https://doi.org/10.1016/j.lindif.2025.102851 [Open access link]
  • D'Erchie, M., Forsmann, C. A., Schneider, M., & Obersteiner, A. (2026). Early algebra knowledge predicts later fraction understanding and improves with fraction instruction. Journal of Experimental Child Psychology, 264, 106418. https://doi.org/10.1016/j.jecp.2025.106418 [Open access link]
  • D'Erchie, M., Forsmann, C. A., Schneider, M., & Obersteiner, A. (2026). Discriminant validity and interrelations of conceptual and procedural knowledge in fractions and algebra: Evidence from confirmatory factor analysis. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.70091
  • D'Erchie, M., Forsmann, C. A., Schneider, M., & Obersteiner, A. (2025). From fractions to algebra: Cross-domain predictive relationships between conceptual and procedural knowledge and the potential mediating role of relational and proportional reasoning. Journal of Educational Psychology. https://doi.org/10.1037/edu0001002 [Open access link]