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

Jair J. Aguilar; Yajaira Flores

doi:10.29333/ejmste/12006

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Jair J. Aguilar ¹ ^* , Yajaira Flores ¹

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¹ Teaching & Learning Department, The University of Texas RGV, Edinburg, TX, USA^* Corresponding Author

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.

Keywords

elementary pre-service teacher
high-leverage practices
mixed-reality simulation
problem-solving
technology

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 5, Article No: em2107

https://doi.org/10.29333/ejmste/12006

Publication date: 14 Apr 2022

Article Views: 1684

Article Downloads: 834

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Aguilar, J. J., & Flores, Y. (2022). Analyzing the effectiveness of using mixed-reality simulations to develop elementary pre-service teacher’s high-leverage practices in a mathematics methods course. Eurasia Journal of Mathematics, Science and Technology Education, 18(5), em2107. https://doi.org/10.29333/ejmste/12006

Vancouver

Aguilar JJ, Flores Y. Analyzing the effectiveness of using mixed-reality simulations to develop elementary pre-service teacher’s high-leverage practices in a mathematics methods course. EURASIA J Math Sci Tech Ed. 2022;18(5):em2107. https://doi.org/10.29333/ejmste/12006

AMA

Aguilar JJ, Flores Y. Analyzing the effectiveness of using mixed-reality simulations to develop elementary pre-service teacher’s high-leverage practices in a mathematics methods course. EURASIA J Math Sci Tech Ed. 2022;18(5), em2107. https://doi.org/10.29333/ejmste/12006

Chicago

Aguilar, Jair J., and Yajaira Flores. "Analyzing the effectiveness of using mixed-reality simulations to develop elementary pre-service teacher’s high-leverage practices in a mathematics methods course". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 5 (2022): em2107. https://doi.org/10.29333/ejmste/12006

Harvard

Aguilar, J. J., and Flores, Y. (2022). Analyzing the effectiveness of using mixed-reality simulations to develop elementary pre-service teacher’s high-leverage practices in a mathematics methods course. Eurasia Journal of Mathematics, Science and Technology Education, 18(5), em2107. https://doi.org/10.29333/ejmste/12006

MLA

Aguilar, Jair J. et al. "Analyzing the effectiveness of using mixed-reality simulations to develop elementary pre-service teacher’s high-leverage practices in a mathematics methods course". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 5, 2022, em2107. https://doi.org/10.29333/ejmste/12006