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

Full Text (PDF)

Jair J. Aguilar ¹ ^* , Yajaira Flores ¹

More Detail

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

License

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, Volume 18, Issue 5, May 2022, Article No: em2107

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

Publication date: 14 Apr 2022

Article Views: 2091

Article Downloads: 1022

Open Access Disclosures References How to cite this article

Disclosure

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).

References

Aguilar, J. J., & Telese, J. A. (2018). The implementation of mixed-reality simulations: An innovative approach to train first-year pre-service elementary mathematics teachers. Association of Mathematics Teacher Educators: Connections. https://amte.net/connections/2018/12/implementation-mixed-reality-simulations-innovative-approach-train-first-year
Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497-511. https://doi.org/10.1177/0022487109348479
Ball, D. L., Sleep, L., Boerst, T., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. Elementary School Journal, 109(5), 458-474. https://doi.org/10.1086/596996
Boaler, J. (2015). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
Bol, L., & Hacker, D. J. (2012). Calibration research: Where do we go from here? Frontiers in Psychology, 3, 229. https://doi.org/10.3389/fpsyg.2012.00229
Carpenter, T., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (2014). Children’s mathematics, second edition: Cognitively guided instruction. Heinemann.
Chapin, S. H., O’Connor, C., O’Connor, M. C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, grades K-6. Math Solutions.
Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28(2), 4-15. https://doi.org/10.3102/0013189X028002004
Cook, D. J., Holder, L. B., & Youngblood, G. M. (2007). Graph-based analysis of human transfer learning using a game testbed. IEEE Transactions on Knowledge and Data Engineering, 19(11), 1465-1478. https://doi.org/10.1109/TKDE.2007.190634
Dalinger, T., Thomas, K. B., Stansberry, S., & Xiu, Y. (2020). A mixed reality simulation offers strategic practice for pre-service teachers. Computers & Education, 144, 103696. https://doi.org/10.1016/j.compedu.2019.103696
Dieker, L. A., Hughes, C. E., Hynes, M. C., & Straub, C. (2017). Using simulated virtual environments to improve teacher performance. School-University Partnerships, 10(3), 62-81.
Dieker, L. A., Straub, C. L., Hughes, C. E., Hynes, M. C., & Hardin, S. (2014). Learning from virtual students. Educational Leadership, 71(8), 54-58.
Drageset, O. G. (2015). Student and teacher interventions: a framework for analysing mathematical discourse in the classroom. Journal of Mathematics Teacher Education, 18(3), 253-272. https://doi.org/10.1007/s10857-014-9280-9
Ferris, S. J. (2014). Revoicing: A tool to engage all learners in academic conversations. The Reading Teacher, 67(5), 353-357. https://doi.org/10.1002/trtr.1220
Freeman, G. G. (2010). Strategies for successful early field experiences in a teacher education program. SRATE Journal, 19(1), 15-21.
Gagneré, G., & Plessiet, C. (2018, June). Experiencing avatar direction in low cost theatrical mixed reality setup. In Proceedings of the 5th International Conference on Movement and Computing (pp. 1-6). https://doi.org/10.1145/3212721.3212892
Garland, K. V., & Garland, D. (2020). TeachLivE™ and teach well: Simulations in teacher education. In E. Bradley (Ed.), Games and simulations in teacher education (pp. 183-195). Springer, Cham. https://doi.org/10.1007/978-3-030-44526-3_13
Ginsburg, H. (1997). Entering the child’s mind: The clinical interview in psychological research and practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511527777
Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009a). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100. https://doi.org/10.1177/016146810911100905
Grossman, P., Hammerness, K., & McDonald, M. (2009b). Redefining teaching, re‐imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273-289. https://doi.org/10.1080/13540600902875340
Gundel, E., Piro, J. S., Straub, C., & Smith, K. (2019). Self-efficacy in mixed reality simulations: Implications for preservice teacher education. The Teacher Educator, 54(3), 244-269. https://doi.org/10.1080/08878730.2019.1591560
Hatton, S., Birchfield, D., & Megowan-Romanowicz, M. C. (2008, August). Learning metaphor through mixed-reality game design and game play. In Proceedings of the 2008 ACM SIGGRAPH symposium on Video games (pp. 67-74).
Horn, I. S. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225-259. https://doi.org/10.1177/016146811011200109
Hudson, M. E., Voytecki, K. S., Owens, T. L., & Zhang, G. (2019). Preservice teacher experiences implementing classroom management practices through mixed-reality simulations. Rural Special Education Quarterly, 38(2), 79-94. https://doi.org/10.1177/8756870519841421
Jacobs, V. R., & Empson, S. B. (2016). Responding to children’s mathematical thinking in the moment: An emerging framework of teaching moves. Zentralblatt für Didaktik der Mathematik [Central Journal for Didactics of Mathematics], 48(1), 185-197. https://doi.org/10.1007/s11858-015-0717-0
Kajander, A. (2007). Unpacking mathematics for teaching: A study of preservice elementary teachers’ evolving mathematical understandings and beliefs. Journal of Teaching and Learning, 5(1), 33-54. https://doi.org/10.22329/jtl.v5i1.127
Krause, G., Silva, J., & Aguilar, J. J. (2020). Bilingual pre-service teachers and their opportunities to learn. Investigations in Mathematics Learning, 12(4), 289-303. https://doi.org/10.1080/19477503.2020.1836458
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Lesh, R., & Doerr, H. M. (2003). Beyond constructivism, models and modeling perspectives on mathematics problem solving, learning, and teaching. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410607713
Martín-Gutiérrez, J., Mora, C. E., Añorbe-Díaz, B., & González-Marrero, A. (2017). Virtual technologies trends in education. EURASIA Journal of Mathematics, Science and Technology Education, 13(2), 469-486. https://doi.org/10.12973/eurasia.2017.00626a
Mayer, B. W., Dale, K. M., Fraccastoro, K. A., & Moss, G. (2011). Improving transfer of learning: Relationship to methods of using business simulation. Simulation & Gaming, 42(1), 64-84. https://doi.org/10.1177/1046878110376795
Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis: A methods sourcebook. SAGE.
Mills, J., & Birks, M. (2014). Qualitative methodology: A practical guide. SAGE. https://doi.org/10.4135/9781473920163
Moyer, P. S., & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5(4), 293-315. https://doi.org/10.1023/A:1021251912775
Murphy, K. M., Cook, A. L., & Fallon, L. M. (2021). Mixed reality simulations for social-emotional learning. Phi Delta Kappan, 102(6), 30-37. https://doi.org/10.1177/0031721721998152
Mursion. (2016). About us. http://www.mursion.com
NCTM. (2014). Principles to actions: Ensuring mathematical success for all. National Council of Teachers of Mathematics. https://www.nctm.org/Store/Products/Principles-to-Actions--Ensuring-Mathematical-Success-for-All/
O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19, 1609406919899220.
Perkins, D. N., & Salomon, G. (1992). Transfer of learning. International Encyclopedia of Education, 2, 6452-6457.
Pomerance, L., & Walsh, K. (2020). 2020 teacher prep review: Clinical practice and classroom management. National Council on Teacher Quality. www.nctq.org/publications/2020-Teacher-Prep-Review:-Clinical-Practice-and-Classroom-Management
Qi, Y., & Sykes, G. (2016). Eliciting student thinking: Definition, research support, and measurement of the” ETS”® national observational teaching examination (NOTE) assessment series. Research memorandum No. RM-16-06. Educational Testing Service.
Saldaña, J. (2021). The coding manual for qualitative researchers. SAGE.
Sander, S. A. (2014). Exploring preservice science teachers’ interpretations of curricular experiences while learning to teach in an inquiry-oriented way: A phenomenology [Doctoral dissertation, Miami University].
Shahrill, M., & Mundia, L. (2014). The use of low-order and higher-order questions in mathematics teaching: Video analyses case study. Journal of Studies in Education, 4(2), 15-34. https://doi.org/10.5296/jse.v4i2.5318
Starcher, K. (2011). Intentionally building rapport with students. College Teaching, 59(4), 162-162. https://doi.org/10.1080/87567555.2010.516782
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2015). Orchestrating productive mathematical discussion: Helping teachers learn to better incorporate student thinking. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 357-388). https://doi.org/10.3102/978-0-935302-43-1_29
Stuhlman, M. W., Hamre, B. K., Downer, J. T., & Pianta, R. C. (2009). How classroom observations can support systematic improvement in teacher effectiveness. University of Virginia Curry School of Education, 3-4. https://education.virginia.edu/sites/default/files/uploads/resourceLibrary/CASTL_practioner_Part5_single.pdf
TeachingWorks. (2016). High-leverage practices. http://www.teachingworks.org/work-of-teaching/high-leverage-practices
Tinsley, H. E. A., & Weiss, D. J. (2000). Interrater reliability and agreement. In H. E. A. Tinsley, & S. D. Brown (Eds.), Handbook of applied multivariate statistics and mathematical modeling (pp. 95-124). Academic Press. https://doi.org/10.1016/B978-012691360-6/50005-7
Van Blankenstein, F. M., Dolmans, D. H., van der Vleuten, C. P., & Schmidt, H. G. (2011). Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others. Instructional Science, 39(2), 189-204. https://doi.org/10.1007/s11251-009-9124-7
Ward, P., Chen, Y. J., Higginson, K., & Xie, X. (2018). Teaching rehearsals and repeated teaching: Practice-based physical education teacher education pedagogies. Journal of Physical Education, Recreation & Dance, 89(6), 20-25. https://doi.org/10.1080/07303084.2018.1476937
Wilkinson, L. C., & Martino, A. M. (1993). Students’ disagreements during small-group mathematical problem solving. In R. B. Davis, & C. A. Maher (Eds.), Schools, mathematics and the world of reality (pp. 135-171). Allyn and Bacon.
Wimer, J. W., Ridenour, C. S., Thomas, K., & Place, A. W. (2001). Higher order teacher questioning of boys and girls in elementary mathematics classrooms. The Journal of Educational Research, 95(2), 84-92. https://doi.org/10.1080/00220670109596576
Zhou, Z. (2011). The clinical interview in mathematics assessment and intervention: The case of fractions. In M. A. Bray, & T. J. Kehle (Eds.), Oxford library of psychology. The Oxford handbook of school psychology (pp. 351-366). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195369809.013.0131

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