Lukas Maximilian Günther

Lukas Maximilian Günther is a Research Fellow at the Department of Mathematics Education within the Faculty of Mathematics and Physics at Leibniz University Hannover. His work bridges mathematics education and theater pedagogy, with a focus on transformative educational processes during critical transitions in learning.

His educational background includes a dissertation titled Crises in Transition: The Transition to University Mathematics from a Transformational Educational Science Perspective, completed under the supervision of Reinhard Hochmuth and published in May 2025. This foundational work established his theoretical framework connecting Bourdieu, Lacan, and transformative education theory to mathematical learning transitions.

• Mathematics Education Research: Focused on the transition from school to university mathematics as a crisis-rich transformative process
• Theater Pedagogy: Explores role theory, movement choreography, and performative methods as educational tools
• Transformative Theory: Applies socio-cultural perspectives to understand educational crises and transitions
• Interdisciplinary Approach: Connects mathematical enculturation with theatrical and performative learning methods

Analyzing Günther's publication trajectory from 2020-2025 reveals a distinctive interdisciplinary research path that increasingly integrates mathematics education with theater pedagogy. His early work focused primarily on mathematics transition challenges, while recent publications demonstrate a sophisticated synthesis of transformative education theory with performative methods. This evolution shows a researcher who has developed a unique theoretical framework connecting mathematical enculturation with theatrical approaches to learning, particularly examining how crises in educational transitions can be addressed through embodied and performative practices.

Günther's work demonstrates significant contributions to both mathematics education and theater pedagogy through his theoretical integration of transformative education concepts with practical classroom applications. His research provides valuable insights into how students navigate the challenging transition to university mathematics and how theatrical methods can facilitate transformative learning experiences.

His research activities include qualitative longitudinal studies examining student trajectories in mathematics-related degree programs, development of analysis frameworks for informal learning situations in mathematics studies, and exploration of role work in theater pedagogical processes. Günther collaborates extensively with colleagues at Leibniz University Hannover and other institutions, contributing to conference proceedings and professional journals in both mathematics education and theater pedagogy fields.