The research interests at the Professorship for Didactics of Mathematics lie in the context of a non-reductionist, connecting and defragmenting teaching and research paradigm both in the area of design based research and theoretical work, and in the (especially qualitative) empirical social research.  In the area  of secondary and tertiary education research is mainly concerned with networking and giftedness aspects, as well as digital tools, the history of mathematics, narrative didactics and notions of mathematics. In primary education, the focus is on inclusive talent development.

The central research desideratum of inclusive, defragmenting and connecting didactics can be found in different forms in the individual research fields:

- Interconnectedness and defragmentation: Networked visualization of mathematical knowledge elements in the dimensions of temporal development and thematic context; addressing the first and especially the second Kleinian discontinuity; Project cooperation between subject didactics and subject science; Interdisciplinary collaboration and extensibility; all school levels with a focus on secondary levels

- Mathematical giftedness and creativity: network of relationships between talent potential and performance evaluation; context dependency of the giftedness construct; Inclusive talent development; Twice exceptional children; Mathematical beliefs or attitudes to mathematics; Theoretical, empirical and didactic development research work; international cooperation; all school levels, especially primary level

- New / Digital media in mathematics lessons: Combined use of digital and traditional tools in mathematics lessons; Evaluation of new media in Bavaria-wide school trials and in personal teaching; international cooperation; all school levels with a focus on secondary levels

- Narrative didactics: combination of J. Bruner's "logico-scientific mode" and "narrative mode"; Holistic teaching strategy by combination of mathematics, didactics, technology, history and narration; qualitative evaluation; Affective and motivational dimensions of teaching and learning, also with regard to low-performing learners; Interdisciplinary approach; STEAM Education; all school levels

- Mathematical beliefs: i.a. analysis of the perspectives of learners' and teachers' notion of mathematics (and aspects of mathematics teaching) in different institutional and cultural international contexts; Focus on secondary education

- Transition from school to university: addressing the first Kleinian discontinuity; Connection between school and university mathematics; Didactic development research and empirical surveys; Emphasis on upper secondary and tertiary education

More details on the research areas can be found on the linked subpages of the individual research areas, the project pages and the associated publications (professorship holder).