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
More Detail
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.


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

Publication date: 14 Apr 2022

Article Views: 609

Article Downloads: 303

Open Access Disclosures References How to cite this article