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RESEARCH PAPER
Analyzing the effectiveness of using mixed-reality simulations to develop elementary pre-service teacher’s high-leverage practices in a mathematics methods course
1
Teaching & Learning Department, The University of Texas RGV, Edinburg, TX, USA
Publication date: 2022-04-14
EURASIA J. Math., Sci Tech. Ed 2022;18(5):em2107
KEYWORDS
elementary pre-service teacherhigh-leverage practicesmixed-reality simulationproblem-solvingtechnology
ABSTRACT
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.
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