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TY  - THES
AU  - Ansteeg, Melanie
TI  - Impulsgebung im Mathematikunterricht : theoretische Fundierung, Konzeption und Erprobung eines Seminars für die Lehrkräftebildung
PB  - RWTH Aachen University
VL  - Dissertation
CY  - Aachen
M1  - RWTH-2025-10026
SP  - 1 Online-Ressource : Illustrationen
PY  - 2025
N1  - Veröffentlicht auf dem Publikationsserver der RWTH Aachen University
N1  - Dissertation, RWTH Aachen University, 2025
AB  - Teaching and learning rely on communication and particularly unfold through the shared exchange of content. This exchange can be initiated, guided, and deepened through prompts, which play an essential role in teaching. As part of classroom discourse management, providing prompts is rightly considered one of the foundations of good teaching and can also be referred to as a core competency of teachers. Preparing to initiate and support thought processes is also seen as a primary task of mathematics education studies. However, despite this importance, the topic receives surprisingly little attention in curricula, teacher training guidelines, and the literature, and only a few preliminary studies exist in this area. Due to the structured nature and many established procedures in mathematics instruction, there is a temptation to explain the next steps rather than provide prompts that encourage students to engage independently with the content. While this approach may lead to seemingly quick progress, it overlooks the fact that students take on a rather passive role. However, mathematics as a subject offers the advantage that students can largely develop the content on their own. Concepts such as dialogical learning according to Ruf and Gallin (1998) or discovery learning according to Winter (1991) emphasize the importance of student production and self-activity for learning. However, only a few suggestions and hints can be found in the literature regarding how prompting can be designed to meet these demands. In particular, concrete, subject-specific recommendations for mathematics instruction or specific intervention measures are scarcely available. To address this gap, the present study aims to contribute both theoretically and practically. In summary, this is achieved through the following steps: • Clarification of the theoretical background on prompting. Based on a definition of a prompty within this study, this step includes describing the process of prompting, clarifying prerequisites and influencing factors, identifying quality criteria of prompts, highlighting specifics of mathematics-related prompts, as well as compiling approaches for prompts in the form of a catalog. • Application of the theoretical background to practical teaching examples and specific subject content. The examples focus on arithmetic/algebra and analysis. On a process-related level, problem-solving and mathematization are central. Learning stages necessary for mastering the content are identified, helping to better assess students’ learning progress as a prerequisite for providing appropriate prompts. Furthermore, exemplary prompts for different learning stages are formulated. Finally, the prompts are assessed based on the quality criteria established in the theoretical background. • Development and evaluation-based revision of a seminar for improving prompting among mathematics teachers. This represents research-based development grounded in the theoretical foundations and its application to practical examples. The seminar combines theoretical foundations, practical exercises, and an implementation phase in actual teaching practice, followed by reflection and exchange of experiences. It can be integrated into teacher training programs, used during the preparatory teaching phase, or offered as professional development. All of these options have been tested and received consistently positive feedback. The three-level approach does justice to the complexity of prompting. Providing prompts comes with certainchallenges that can be demanding for both prospective and experienced teachers. Due to the highly situationalnature of prompting, it cannot be fully mastered and thus remains a task of lifelong learning. Nevertheless, striving to improve one’s personal prompting is worthwhile, as it serves as a key element in teaching and has a significant impact on learning processes. The three steps undertaken in this study provide a solid starting point for independently enhancing prompting. They establish a basis for long-term, regular, and reflective engagement with this essential teaching practice. The analysed examples allow for transfer to other cases and the derivation of generalizations. As a result, concrete recommendations for improving prompting can be formulated.
LB  - PUB:(DE-HGF)11
DO  - DOI:10.18154/RWTH-2025-10026
UR  - https://publications.rwth-aachen.de/record/1022440
ER  -