Frank Reinhold

Professor

Pädagogische Hochschule Freiburg

Germany

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About

Professor Frank Reinhold is a faculty member at Pädagogische Hochschule Freiburg in Germany. His research focuses on educational strategies and learning processes in mathematics, emphasizing topics such as student error analysis in data comparison, adaptive learning in digital environments, and the influence of task complexity on mental rotation skills. Recent publications highlight the effectiveness of computational thinking in early education and the evaluation of teaching practices in mathematics.

Articles (20)

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2025

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2020

Collaborators (10)

Katharina Loibl

University of Education Freiburg

GERMANY

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Frieder Loch

Professor

OST-Ostschweizer Fachhochschule

SWITZERLAND

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Marco Koch

Saarland University

GERMANY

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Kristina Reiss

Dekanin / Dean

Ludwig-Maximilians-Universität München

GERMANY

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Gerald Wittmann

University of Education Freiburg

GERMANY

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Timo Leuders

Professor

University of Freiburg

GERMANY

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Maxim Brnic

University of Münster

GERMANY

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Jörg-Henrik Heine

Prof.

Ludwig-Maximilians-Universität München

GERMANY

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Gilbert Greefrath

Full professor - Mathematics Education

University of Münster

GERMANY

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Tina Seidel

Technical University of Munich (TUM)

GERMANY

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Frank Reinhold

Research Interests

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Articles (20)

Understanding student errors in comparing data sets with boxplots

Stimulating individual learning of the concept of fraction equivalence: How students utilize adaptive features in digital learning environments mediates their effect

The interaction of task complexity and gender on mental rotation skills in primary school students

Introducing computational thinking to second and third graders. Programming whole paths outperforms step-by-step navigation in maze tasks

Game Tactical Learning for Primary School Students With a Digital Video Analysis Tool

Working with digital textbooks or printed materials: A study with boys and girls on conditional probability

TEACHING STATISTICS WITH POSITIVE ORIENTATIONS BUT LITTLE KNOWLEDGE? TEACHERS' PROFESSIONAL COMPETENCE IN STATISTICS

Developing initial notions of variability when learning about box plots

Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality

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

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

What Matters for Boys Does Not Necessarily Matter for Girls: Gender-Specific Relations between Perceived Self-Determination, Engagement, and Performance in School Mathematics

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

Digital support principles for sustained mathematics learning in disadvantaged students

Process data from electronic textbooks indicate students' classroom engagement

Engineering Students' Thinking About Technical Systems: An Ontological Categories Approach

The Interplay Between the Natural Number Bias and Fraction Magnitude Processing in Low-Achieving Students

Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?

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

The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults

Collaborators (10)

Katharina Loibl

Frieder Loch

Marco Koch

Kristina Reiss

Gerald Wittmann

Timo Leuders

Maxim Brnic

Jörg-Henrik Heine

Gilbert Greefrath

Tina Seidel

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