Analyzing the effectiveness of using mixed-reality simulations to develop elementary pre-service teacher’s high-leverage practices in a mathematics methods course

• Main Authors: Aguilar, J.J (Author), Flores, Y. (Author)
• Format: Article
• Language: English
• Published: Modestum LTD 2022
• Subjects: Elementary pre-service teacher; High-leverage practices; Mixed-reality simulation; Problem-solving; Technology
• Online Access: View Fulltext in Publisher
• ISBN: 13058215 (ISSN)
• DOI: 10.29333/ejmste/12006

First-year elementary pre-service teachers usually conduct field observations but are barely offered opportunities to engage in well-structured teaching situations. In the current study, we implemented mixed-reality simulations (MRS) in a mathematics methods course to improve elementary pre-service teacher’s abilities to elicit, question, and assess elementary students in an interview setting while the elementary students solve problem-solving activities. We answered the following questions: (i) To what extent do elementary pre-service teachers’ exposure to MRSs enhance their use of productive mathematical talk moves (PMTMs) compared to other elementary pre-service teachers not exposed to the simulation; (ii) Do the numbers of MRS exposure improve elementary pre-service teacher’s use of PMTM to elicit elementary students’ thoughts? We found evidence that the use of MRS can effectively develop the teaching practices of first-year elementary pre-service teachers and that the number of simulations sessions play a relevant role in improving their teaching skills. © 2022 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).