Applications of Markov chains to teachers’ decision making
Steve C. Perdikaris · International Journal of Mathematical Education in Science and Technology · 1994
Since teachers’ decision making during questioning, in the interactive phase of teaching, can be considered as a process that moves in a sequence of steps through a set of states we apply upon it results from finite Markov chain theory. Through this we succeed in obtaining measures of academic learning time and of the number of alternatives sought by students when they are in difficulty in answering questions, and to show how these measures are affected by teacher's variability. A classroom experiment is given that supports our intuition and the analytical results.