A Short History

Ever since first grade I had fun in maths class, and early on it was clear that will study exactly that after graduating from grammar school. Obviousl, I didn't know exactly what that meant. After my Bachelor's degree in Mathematics—with a minor in Physics—I found that I'm mostly interested in Algebra and Geometry; but I also saw my fair share of Operations Research courses during my Master's. I set out to get my Ph.D. continuing the topic from my Master's thesis in Arithmetic Geometry, but after one-and-a-half years I had to quit. After a few months of soul-searching I started another Ph.D. program now with the focus on Geometry and Machine Learning which I did, indeed, finish.

After a few semesters at university, I started to work there as a tutor and teaching assistant, which I have subsequently done until this year. I mostly taught Linear Algebra and Projective Geometry. Every year since 2015 the students' council honoured me with the first or second place in their teaching awards in various categories.

In the years following my Bachelor's I came in closer contact with a dozen or so different programming languages and tools. From Blender and Unreal Engine 4 over Matlab and R to C++ and Python—you can place me in front of basically anything and I'll start working. For the last seven years, I'm using the dynamic geometry software CindyJS and its scripting language every day, creating applications for both my professional and academic projects.

Work Experience

Researcher, Programmer & Writer
Technical University of Munich

since December 2018

  • Writing courses for student teachers about various STEM topics for a multidisciplinary teaching platform
  • Designing and programming interactive visualizations for these courses
  • Writing scripts for staged lessons and filming these lessons
  • Supervising the technical support of the platform
  • Designing and programming a new website for the platform
Programmer (Freelance)
Imaginary gGmbH

May 2021 – June 2021

  • Programming a dozen applets for the Mathina project teaching the concepts of coordinates and curves to young learners
Lecturer & Teaching Assistant
Technical University of Munich

September 2010 – March 2022

  • Organizing and giving various lectures, exercise groups and courses
  • Organizing and giving public talks and workshops in cooperation with the maths museum ix-quadrat
Researcher, Designer & Programmer
Technical University of Munich

March 2015 – November 2018

  • Programming interactive exercises for a digital schoolbook for sixth graders
  • Creating illustrations for and designing the layout of the schoolbook
  • Developing an handwriting recognition algorithm to be used in the schoolbook; building the basis for my dissertation
  • Planning and implementing studies to analyse the effectiveness of the book
Stat-Up - Statistical Consulting & Data Science

August 2010 – October 2010

  • Rewriting and extending software for the analysis of gene sequences
  • Researching and writing scripts for a radio show about statistics in daily news

Selected Publications

Werner, B. O. (2022). The weave product of two conics. Preprint, https://arxiv.org/abs/2206.10484

Werner, B., Von Wachter, J.-K., Huber, K., Titze, S., Lewalter, D., Bannert, M., & Richter-Gebert, J. (2020). Die Lernplattform Toolbox Lehrerbildung – Unterricht online-basiert lehren und lernen (German). https://doi.org/10.17877/DE290R-21628

Reinhold, F., Hofer, S. I., Hoch, S., Werner, B., Richter-Gebert, J., & Reiss, K. (2020). Digital support principles for sustained mathematics learning in disadvantaged students. PLOS ONE, 15 (10), 1–16. https://doi.org/10.1371/journal.pone.0240609

Reinhold, F., Hoch, S., Werner, B., Richter-Gebert, J., & Reiss, K. (2020). Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students? Learning and Instruction, 65, 101264. https://doi.org/10.1016/j.learninstruc.2019.101264

Werner, B. O. (2019). Stroke-based Handwriting Recognition: Theory and Applications (Dissertation). Technische Universität München.

Hoch, S., Reinhold, F., Werner, B., Richter-Gebert, J., & Reiss, K. (2018). Design and research potential of interactive textbooks: the case of fractions. ZDM, 50 (5), 839–848. https://doi.org/10.1007/s11858-018-0971-z

Reinhold, F., Hoch, S., Werner, B., Richter-Gebert, J., & Reiss, K. (2017). iPads in Grade 6 classrooms: Effects on students’ choice of strategy for comparing fractions. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, 2, 74.