Abstract
Several studies have shown that the style of the German mathematics classroom at secondary level is mostly based on the so called “fragend-entwickelnde” teaching style which means developing the lesson content by a teacher directed sequence of teacher questions and student responses. In this article we describe a study on the time the students have for thinking about a teacher question in the public classroom interaction. Our investigation is based on a reanalyasis of 22 geometry lessons from grade 8 classes which mainly deal with a challenging proving content. The results show that the average time between a teacher question and a student response is 2.5 seconds. There are no remarkable differences between different phases of the lessons like comparing homework, repetition of content or working on new content. Moreover, for 75% of the teacher questions the first student was called to answer within a three second time interval.
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Heinze, A., Erhard, M. How much time do students have to think about teacher questions? An investigation of the quick succession of teacher questions and student responses in the German mathematics classroom. Zentralblatt für Didaktik der Mathematik 38, 388–398 (2006). https://doi.org/10.1007/BF02652800
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DOI: https://doi.org/10.1007/BF02652800