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


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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Article Type: Research Article

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

Publication date: 14 Apr 2022

Article Views: 1598

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