Office: WSC-O-2.47
Phone: (0049) (0)201-183-4538


Daniel Thurm
University of Duisburg-Essen
Faculty of  Mathematics
Thea-Leymann-Straße 9
D-45127 Essen

Short CV

2019- Postdoctoral researcher and lecturer, University of Duisburg–Essen
2019 PhD (Dr. rer.nat.),  Faculty of Mathematics,  (Supervisor: Prof. Dr. Bärbel Barzel)
2015 - 2017 Consultant for the german teacher association MNU (Landesverband Westfalen)
2014 - Member of the German Center for Mathematics Teacher Education (DZLM)
2014 - 2019 Research associate, Departement of Mathematics Education, University of Duisburg–Essen
2011 - 2014 In-school teacher training programm and full-time teaching at lower and upper secondary schools.
2010 - 2011 Graduate Student Researcher, University of California Davis, USA
2009 - 2010 Research associate, Departement of Mathematics, University of Duisburg–Essen
2003 - 2009 University Diploma in Mathematics, University of Duisburg-Essen

Research interests

  • Digital formative assessment
  • Teaching with multi-representational tools
  • Professional development for teaching mathematics with technology
  • Teacher beliefs

Research projects

BASE ("Diagnosing and supporting basic arithmetic competencies by individualized digital formative assessment")

The BASE project focuses on the research-based design of a digital formative assessment tool to foster students’ basic arithmetic competencies. The BASE-Tool not only incorporates multiple linked representations, interactive applets and adaptive feedback but also puts a special focus on scaffolding students’ self-assessment competencies by digital means in order to put the learner in a key position where he has to take responsibility for his own learning. The research project follows a design-research paradigm and aims at the development of the research-based BASE-Tool as well as the advancement of subject-specific theories on the combination of self- and automated-assessment. The project is funded by the University of Duisburg-Essen within the competitive program for the promotion of excellent young scientists. 

ISAA ("Interplay of self-assessment and automated assessment")
Project partner:   Shai Olsher (University of Haifa) 

The ISAA project is a collaborative project with Dr. Shai Olser from the University of Haifa (Israel). Using a special digital diagnostic format, the so-called example eliciting tasks (EET, Yerushalmy & Olsher, 2020), the project investigates whether the interaction of automatic-assessment and self-assessment leads to a deeper conceptual understanding of the learners. For this, EET learning environments are developed in which self-assessment alternates with automatic-assessment. Research questions center on identifying learning pathways and obstacles as well as design principles and conditions for a successful interaction between automatic-assessment and self-assessment

SMART ("Specific Mathematics Assessments that Reveal Thinking")  
Project partners:  Bärbel Barzel, Florian Schacht (University of Duisburg-Essen), Kaye Stacey, Linda Ball (University of Melbourne) 

The SMART-Test (Stacey, Price, Steinle, Chick & Gvozdenko, 2009)  is an intelligent online environment which provides teachers with an automated diagnosis of their own students’ stages of development in specific topics, and reports on individual students errors and misconceptions, in order to inform teaching.  The project investigates the effects of using the SMART test with respect to teacher’s formative assessment competencies and teacher’s classroom implementation of different forms of formative assessment practices. For this we employ a randomized control setting and compare a group of teachers that use the SMART-Test without an accompanying professional development program with a group of teachers that receives an accompanying professional development program. 

Project partners: Paul Drijvers,Michiel Doorman, Heleen van der Ree (University of Utrecht),  Ellen Vandervieren, Filip Moons (University of Antwerp); Bärbel Barzel, Marcel Klinger (University of Duisburg-Essen)

The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative educational practices, in many cases at a distance through digital technology because schools were closed. To investigate what a distance practices in secondary mathematics education have emerged and how teachers experienced them, we use online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands. The survey focuses on teaching practices, teacher beliefs, didactics and assessment. 


Selected Publications:

  • Thurm, D. & Barzel, B. (2020). Effects of a professional development program on teachers’ beliefs, self-efficacy and practices. ZDM Mathematics Education.

  • Thurm, D. (2020). High or low scaffolding? Understanding pre-service teachers’ choices of tool-based tasks In Inprasitha, M., Changsri, N. & Boonsena, N. (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Interim Volume, pp. 594–602). Khon Kaen, Thailand: PME.

  • Thurm, D. (2019) Teacher beliefs and practice when teaching mathematics with technology – does gender matter? In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.), Proceedings of the 43st Conference of the International Group for the Psychology of Mathematics Education (Volume 3, pp. 382–389). Pretoria, South Africa: PME.

  • Thurm, D. & Barzel, B. (2019). Self-efficacy – the final obstacle on our way to teaching mathematics with technology? In U. T. Jankvist, M. van den Heuvel-Panhuizen & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2749–2757). Utrecht:Freudenthal Group & ERME.

  • Thurm, D. (2018). Teacher Beliefs and Practice When Teaching with Technology: A Latent Profile Analysis. In L. Ball, P. Drijvers, S. Ladel, H-S. Siller, M. Tabach & C. Vale (Eds.), Uses of Technology in Primary and Secondary Mathematics Education (pp. 409–419). Cham: Springer.

  • Klinger, M., Thurm, D., Itsios, C. & Peters-Dasdemir, J. (2018). Technology-related beliefs and the mathematics classroom: Development of a measurement instrument for pre-service and in-service teachers. In B. Rott, G. Törner, J. Peters-Dasdemir, A. Möl-ler & Safrudiannur (Eds.), Views and beliefs in mathematics education: The role of beliefs in the classroom (pp. 233–244). Cham: Springer. 

  • Thurm, D. (2017). Psychometric evaluation of a questionnaire measuring teacher beliefs regarding teaching with technology. In B. Kaur, W. K. Ho, T. L. Toh & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 265–272). Singapore.

  • Thurm, D., Klinger, M. & Barzel, B. (2015). How to professionalize teachers to use technology in a meaningful way – Design research of a CPD program. In N. Amado & S. Carreira (Eds.), Proceedings of the 12th International Conference on Technology in Mathematics Teaching (pp. 335–343). Faro: Universidade do Algarve.


Member of "The Society of Didactics of Mathematics" (GDM, Gesellschaft für Didaktik der Mathematik)
Member of the "German Centre for Mathematics Teacher Education" (DZLM, Deutsches Zentrum für Lehrerbildung Mathematik)
Member of the "German Mathematical Society" (DMV, Deutschen Mathematiker-Vereinigung)
Member of the "German Teacher Society for the natural sciences" (MNU, Deutscher Verein zur Förderung des mathematischen und naturwissenschaftlichen Unterrichts)
Member of the "Society for Empirical Education Research" (GEBF, Gesellschaft für Empirische Bildungsforschung)
Member of the "Interdisciplinary Center for Education Research"  (IZFB, Interdisziplinäres Zentrum für Bildungsforschung)