• Mailing address:
  FB 06, D-49069 Osnabrueck
• Visiting address:
  Room 69/307, Albrechtstrasse 28a, D-49076 Osnabrueck
• Consulting hour:
  - during the meeting time:
  On Wednesdays 12:00 12:30 o'clock and according to agreement
  - in term holidays: According to agreement
• Telephone: +5 41/9 69-25 17, -25 11 (secretariat)
• Telefax: +5 41/9 69-25 20
• email: schwank@mathematik.uni-osnabrueck.de
• WWW: http://www.ikm.uni-
  osnabrueck.de/mitglieder/schwank/schwank_e.htm

Forschungsinstitut für Mathematikdidaktik e.V. (FMD)
(Research Institut for Mathematics Education)

• Mailing address:
  P. O. Box 18 47, D-49008 Osnabrueck
• Visiting address:
  Room 69/307, Albrechtstrasse 28a, D-49076 Osnabrueck
• Telephone: +541/969-2508

• Cognitive mathematics, mathematics educational neuroscience, Internet in schools, information and communication technologies, multimedia, dyscalculie

• 77 Abitur, Bad Bentheim
• 10/77 - 4/82: Studies in mathematics and physics for the teaching in higher secondary schools, University of Osnabrueck
• 4/82: First university degree required for the teaching in higher secondary schools, University of Osnabrueck.
  Thesis on "Automata with Preferences".
• 4/87: Degree in computer science for the teaching in higher secondary schools, University of Osnabrueck.
• 5/82 - 9/84: Research assistant in the group "Foundations of Mathematics and Mathematics Education" at the Department of Mathematics, University of Osnabrueck.
• 7/84: Doctorate (PhD) at the Department of Mathematics, University of Osnabrueck, on the subject of "Alpha-Beta-Gamma Automata Realizing Preferences".
• since 12/84: in charge of the administration of the Research Institute for Mathematics Education (FMD) , Osnabrueck (at first full-time, since 10/85 part- time).
• since 10/85: in charge of the administration of the interdisciplinary workshop "International Research in Teacher Education" (AIFL) at the Department of Mathematics and Computer Science, University of Osnabrueck (at first part-time, since 5/87 full-time).
• since 1/86: Academic Director of the Research Institute of Mathematics Education (part-time).
• 2/92: Postdoctoral Lecturing Qualification (cumulative) in the special field mathematics and with the subject area mathematics education at the Department of Mathematics and Computer Sciences, University of Osnabrueck.
  Thesis on: "Cognitive structures of algorithmic thinking".
• 10/94: Appointment as Professor at the University of Osnabrueck
• SS 1994: Administration of a chair in mathematics education, University of Osnabrueck
• 12/98-5/99: Guest Professor "Cognitive Mathematics", East China Normal University, Shanghai
• WS 1999/2000 - SS 2001: Administration of a chair in mathematics education, University of Osnabrueck
• since 9/01: Professor for Mathematics Education (Cognitive Mathematics), Osnabrück University

• 10/95: Honorary head of the Laboratory for Mathematics Education at the Institute for International and Comparative Education, East China Normal University, Shanghai.
• 4/97: Appointment as Advisory Professor of the East China Normal University, Shanghai.
• 5/99: Appointment as honorary headmistress of the secondary school assigned to the Centre of Further Teacher Training in Shanghai.
• 9/05: Appointment as Advisory Professor of the Yili Normal University, Yining, Xin Jiang Province
• 9-10/05: Appointment as Scientific Advisor of the 15. Primary School, the 8. Middleschool in Yining, Xin Jiang Province and the 1. Middle School in Chabuchaer, Xin Jiang Province
  
  

• GDM (German Association for Mathematics Education)
• GK (Association for Cognitive Sciences)
• DGPs (German Psychological Society)
• GMW (Association for Media in Science)

• 1998-2001: Individual differences in the cognition of mathematical formation of concepts (KMB). Financially supported by the Deutsche Forschungsgemeinschaft.
• 1997-2001: MUMAS - Improvement of mathematics education by means of a MUlti-media Mathematics education Analysing System - joint project with Prof. Dr. rer.nat Elmar Cohors-Fresenborg. Financing: Ministry of Science and Culture of Lower Saxony/ HSP III.
• 2000-2001: Eyetracker-Experiments concerning functional/predicative differences in thinking - joint project with Dr. Franz Mechsner, Max Planck Institute for Psychological Research, Munich.
• 1997-2000: The difference between functional and predicative thinking during EEG-Measurement - joint project with Prof. Dr. Jan Born, Medical University Luebeck.
• since 1995: Cognitive aspects of business reengineering.
• 1989-1993: Intercultural comparative study with Chinese children on the basic algorithmic concepts in predicative and functional processes of concept formation as exemplified in the foundation of algorithmization and movement control - funded by the Ministry of Science of Lower Saxony.
• 1987-1990: Study on the process of mathematical thinking of girls as a contribution to the promotion of girls in the field of modern technologies - funded by the Emsland district.
• 1986-1990: Effects of different forms of representing algorithmic concepts and the building up of mental models - funded by the Volkswagen Foundation.
• 1984-1989: Intercultural comparative study on algorithmic thinking of Indonesian children funded by Misereor.
• 1985-1986: Basic curricular concept for teaching mathematics in secondary schools for the creation of models fostering an understanding of computers on the basis of action orientated formations of concepts - expert study on behalf of the Ministry of Education, Lower Saxony.
• 1984-1987: Case-study on mathematical thinking with hearing impediments under special consideration of action-orientated formation of concepts. - Research assignment within the BLK-Project on "Algorithmic Thinking in Mathematics Education of Children with Hearing Impediments".

• since 12/2000: Zwergen-Mathe-Olympiade (Midgets'-Maths-Olympiad): ZMO
• School year 1997/98: Contact to the World as an "Internet-Godchild". Project "School goes Internet" carried out at the "Elisabeth Primary School in Osnabrueck.
• School year 1997/98: MARS - Online magazine of the Elisabeth Primary School in Osnabrueck. In co-operation with the primary schools Megaplatanos, Greece and Si Da Fu Xiao, Shanghai. Financially supported by "School goes Internet" & the "Stern"-magazine.

• Schwank, I. (2005): Die Schwierigkeit des Dazu-Denkens. In M. von Aster / J.-H. Lorenz (Hg.), Rechenstörungen bei Kindern. - Neurowissenschaft, Psychologie, Pädagogik. 93-133. Göttingen: Vandenhoeck & Ruprecht.
• Cohors-Fresenborg, E. & Schwank, I. (2005): Verstärkte Professionalisierung durch Forschungsaktivitäten - eine Leitidee für eine zukünftige Lehrerbildung. In M. Fiegert & I. Kunze (Hrsg.), Zwischen Lehrerbildung und Lehrerausbildung, 143 - 162. Münster: LIT
• Schwank, I. (2005): Kinder sind keine Taschenrechner. Interview. Gehirn & Geist. 6/05, 34-37. link
• Schwank, I. (2004): eLearning: Individualität als Herausforderung - Kognitionsdidaktische Notizen. In M. Franzen (Hrsg.), Die Zukunft von eLearning. Neue Erkenntniss aus Gehirnforschung, Pädagogik und Wirtschaft. Zürich: EMPA-Akademie.
• Schwank, I. (2003): Einführung in funktionales und prädikatives Denken. In I. Schwank: ZDM-Themenheft 'Zur Kognitiven Mathematik', 70-78. abstract
• Schwank, I.; Armbrust, S., Libertus, M. (2003): Prädikative versus funktionale Denkvorgänge beim Konstruieren von Algorithmen. In I. Schwank: ZDM-Themenheft 'Zur Kognitiven Mathematik', 79-85. abstract
• Schwank, I. (2001): Prädikative versus funktionale Art logischen Denkens. In Beiträge zum Mathematikunterricht 2001, 560-563. Hildesheim: Franzbecker. pdf-file
• Schwank, I. (2001): Analysis of Eye-Movements During Functional Versus Predicative Problem Solving. 2nd Conference fo the European Society for Research in Mathematics Education. 24th-27th Feb 2001, Marinske Lazne. pdf-file
• Mölle, M., Schwank, I, Marshall, L., Klöhn, A. Born, J. (2000): Dimensional complexity and power spectral measures of the EEG during functional versus predicative problem solving. Brain and Cognition.Vol. 22, No. 3, 547-563. (Kurzinfo in deutsch)
• Schwank, I. (2000): Zum funktionalen/prädikativen Denken und operativen Prinzip im Mathematikunterricht der Grundschule. In Beiträge zum Mathematikunterricht 2000, S.579-582. Hildesheim, Franzbecker.
• Schwank, I. (1999): MUMAS: Verbesserung der mathematikdidaktischen Ausbildung durch den Einsatz eines multimediabasierten mathematikdidaktischen Analysesystems. In GMW99-Tagungsband. pdf-file
• Schwank, I. (1999): On Predicative versus Functional Cognitive Structures. In I. Schwank (ed.) European Research in Mathematics Education, Vol. II, 84-96. Osnabrück: Forschungsinstitut für Mathematikdidaktik. pdf-file
• Schwank, I. (ed., 1999): European Research in Mathematics Education, Vol. I + II. Osnabrück: Forschungsinstitut für Mathematikdidaktik. Vol. I pdf-file , Vol. II pdf-file
• Schwank, I. (1999/2000): QuaDiPF - Qualitatives Diagnoseinstrument für prädikatives versus funktionales Denken. Sets A/B/C/D. Osnabrück: Forschungsinstitut für Mathematikdidaktik.
• Schwank, I. (1998): Dynamische Labyrinthe als Propädeutik für die formale Programmierung I + II - Training des dynamischen logischen Denkens. CD-Fassung in deutsch und chinesisch.
• Schwank, I. Bartz, S., Hörnschemeyer, C. (1998): Dynamische Labyrinthe als Propädeutik für die formale Programmierung - Konzeption und Handreichungen für eine mathematische Arbeitsgemeinschaft in der Grundschule (3. Klasse). Osnabrück: Forschungsinstitut für Mathematikdidaktik.
• Schwank, I. (1997): The Assumption of Predicative versus Functional Cognitive Structures. In  CC AI - The Journal for the Integrated Study of Artificial Intelligence, Cognitive Science and Applied Epistemology. Vol. 14, No.4, 213-224.
• Cohors-Fresenborg, E. & Schwank, I. (1997): Individual Differences in the Managerial Representation of Business Processes. In R. Pepermans, A. Buelens, C. Vinkenburg & P. Jansen (Eds.), Managerial Behaviour and Practices: European Research Issues, 93-106. Leuven: Acco.(pdf-file)
• Schwank, I. (1996): Zur Konzeption prädikativer versus funktionaler kognitiver Strukturen und ihrer Anwendung. ZDM-Analysenheft "Deutsche psychologische Forschung in der Mathematikdidaktik". Zentralblatt für Didaktik der Mathematik, Vol. 6, 168-183.(pdf-Dateien: S. 1-9, S. 10-24)
• Cohors-Fresenborg, E. & Schwank, I. (1996): Kognitive Aspekte des Business Reengineering. Gestalt Theory 18 (4), 233-256.
• Schwank, I. (1995): Die Bedeutung von Mikrowelten für den Erwerb mathematischer Begriffe. In H.-G. Steiner, H.-J. Vollrath (Hrsg.), Neue problem- und praxisbezogene Forschungsansätze, IDM-Band 20, 119-127. Köln: Aulis.
• Schwank, I. (1995): The role of microworlds for constructing mathematical concepts. In M. Behara, R. Fritsch, R. Lintz (Eds.), Symposia Gaussiana, Conference A: Mathematics and theoretical physics. Proceedings of the 2nd Gauss Symposium, 101-120. Berlin: W. de Gruyter.
• Schwank, I. (1994): Zur Analyse kognitiver Mechanismen mathematischer Begriffsbildung unter geschlechtsspezifischem Aspekt.  ZDM-Analysenheft "Frauen und Mathematik". Zentralblatt für Didaktik der Mathematik, Vol. 2, 31-40.
• Schwank, I. (1993): Verschiedene Repräsentationen algorithmischer Begriffe und der Aufbau mentaler Modelle. In Der Mathematikunterricht, 39(3), 12-26.
• Schwank, I. (1993): Cognitive structures and cognitive strategies in algorithmic thinking.  In E. Lemut, B. du Boulay & G. Dettori (Eds.), Cognitive models and intelligent environments for learning programming. NATO ASI Series F, Vol.111, 249-259. Berlin: Springer.
• Schwank, I. (1993): On the analysis of cognitive structures in algorithmic thinking.  Journal of mathematical behaviour. Vol. 12/2, 209-231.
• Cohors-Fresenborg, E. & Schwank, I. (1992): Die Berücksichtigung des Dualismus von prädikativen und funktionalen mentalen Modellen für das Erfassen und die Förderung von Begabungen im mathematisch-naturwissenschaftlichen Bereich. In K. Urban (Hrsg.), Begabungen entwickeln, erkennen und fördern. Theorie und Praxis, Bd. 43, 301-309. Hannover: Universität Hannover.

• WS 2003/04: Erstrechenausbildung
• SS 2000: Elaboration from studying to the IuK-Seminar
• since 2000: Dynamic Labyrinths Online
• since 2000: Das Gehirn ins Zeug legen - Kognitive Mathematik: "Folien" zur Veranstaltung
• since 1998: ebook "Kognitive Mathematik"