Şerife Sevinç - new professor 2026
Şerife Sevinç is professor of mathematics education Photo: Jerry Gray
Şerife Sevinç is professor of mathematics education. Her research focuses on mathematical modelling and mathematics teacher education. She examines how teachers design and use mathematically rich and meaningful tasks that connect school mathematics to real-world situations.
1983 Born in İzmit, Türkiye
2016 Obtained her PhD in mathematics education with her thesis Unpacking Teacher Knowledge for Bridging In- and Out-of-School Mathematics Using Mathematically-Rich and Contextually-Realistic Problems from Indiana University Bloomington, USA
2023 Associate professor of mathematics education, Middle East Technical University, Türkiye
2024 Postdoc research associate, Dresden University of Technology, Germany
2025 Professor at Örebro University
“I have always been fascinated by how mathematics helps us interpret the world. Helping teachers and students see mathematics as a tool for interpreting real-life situations is at the heart of my work,” she says.
Mathematical modelling is used to understand, explain, and interpret complex and critical real-life situations such as pandemics, climate change, resource scarcity, and economic crises, and to predict potential outcomes and develop proactive solutions.
It could involve an epidemic model describing the dynamics of a disease outbreak and suggesting possible interventions, or a climate change model predicting future impacts and shaping how we interact with the environment.
“For me, modelling is a way of thinking responsibly about complex situations, making decisions, and acting with insight,” she says.
In her doctoral thesis, supervised by Professor Richard Lesh, Şerife Sevinç examined how prospective teachers design mathematical modelling problems and what they perceive as essential characteristics for fostering modelling processes. Her goal was to theorise the nature of mathematics teachers’ professional knowledge.
In her plenary presentation at the 22nd International Conference on the Teaching of Mathematical Modelling and Applications, ICTMA22, at Linköping University, she articulated the notion of a modelling mindset for mathematics teachers – an epistemological stance that shapes how teachers conceive, enact, and evaluate modelling.
“Mathematical modelling is both an intellectual and civic endeavour. It informs policy, shapes public understanding, and equips citizens to frame collective responses to real-world challenges such as environmental disasters, public health crises, climate change, resource management, and economic resilience.”
Hence, Şerife Sevinç’s research prioritises the development of mathematics teachers’ professional vision and mathematical agency through engaging with open-ended, contextually realistic problems. Towards this goal, she has conducted a series of design‑based studies and reflective problem‑posing interventions.
She has also been a visiting professor in Spain and Germany and has both participated in and led nationally and internationally funded projects involving partners across Europe and beyond.
“Research, teaching, and collaboration are inseparable to me,” she explains.
Several of these projects involve close collaboration with practicing teachers and teacher candidates, reflecting her commitment to research that is both theoretically grounded and educationally relevant.
“International projects create spaces where researchers and teachers learn from one another and develop new ways of thinking about mathematics education,” she says.
Şerife Sevinç envisions mathematics education as a transformative practice.
“Mathematics education is not just about teaching procedures. It is about empowering learners to think critically, make decisions, and connect mathematics to life.”
Her vision is to prepare teachers with a mindset that enables them to view mathematics as both a lens for understanding the world and a tool for shaping a sustainable and peaceful future.
“I am grateful for the educational foundations that have shaped my path, and I draw inspiration from Atatürk’s vision that the future rests on strong education and that education depends on the teacher. It is a conviction that continues to guide my work.”
At her previous institution, she held leadership and service roles related to research ethics, strategic planning, disability support in higher education, and international mobility. She is an active member of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA) and the Congress of European Research in Mathematics Education (CERME).
“I want to contribute to advancing mathematics education research and teacher preparation across institutional and national boundaries,” Şerife Sevinç says.
Her publications appear in leading journals, including Educational Studies in Mathematics, ZDM–Mathematics Education, and the Journal of Mathematics Teacher Education, alongside chapters in international volumes on modelling education and teacher knowledge.