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@PHDTHESIS{Ansteeg:1022440,
author = {Ansteeg, Melanie},
othercontributors = {Heitzer, Johanna and Lutz-Westphal, Brigitte},
title = {{I}mpulsgebung im {M}athematikunterricht : theoretische
{F}undierung, {K}onzeption und {E}rprobung eines {S}eminars
für die {L}ehrkräftebildung},
school = {RWTH Aachen University},
type = {Dissertation},
address = {Aachen},
publisher = {RWTH Aachen University},
reportid = {RWTH-2025-10026},
pages = {1 Online-Ressource : Illustrationen},
year = {2025},
note = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
University; Dissertation, RWTH Aachen University, 2025},
abstract = {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.},
cin = {112320 / 110000},
ddc = {510},
cid = {$I:(DE-82)112320_20140620$ / $I:(DE-82)110000_20140620$},
typ = {PUB:(DE-HGF)11},
doi = {10.18154/RWTH-2025-10026},
url = {https://publications.rwth-aachen.de/record/1022440},
}
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