Perceptions and Opinions of the Usability of Simulations in a Mathematics Methods Course for Elementary Pre-Service Teachers

Abstract

The acceptance, implementation, and adoption of emerging technologies in teacher preparation programs has significantly evolved, and it is now seen as a tool that enhances teacher's teaching skills particularly during the first years of the program. The use of new technologies like Mixed-Reality Simulations (MRSs) in the preparation of future teachers, provides them the opportunity of developing teaching skills in a safe environment. In this article, the researchers studied the perceptions and opinions of Elementary Pre-Service Mathematics Teachers (EPSMT) that were exposed to the use MRSs in a mathematics methods course. The research questions were: (1) What are the EPSMTs s' perceptions toward the use of MRSs as part of their teacher preparation program? and (2) what are the opinions of the EPSMTs in regard to the benefits and usefulness of MRS to leverage their teaching skill in productive mathematical talk moves? Results of the study shows that EPSMTs perceive the use of MRSs as beneficial tool that effectively simulate classroom environments and students' behaviors. The above is relevant since it facilitates the integration and adoption of state-of-the-art technologies like MRSs.

Using virtual classroom simulations in a mathematics methods course to develop pre‐service primary mathematics teachers' noticing skills

“…These indicate that they generally (1) felt the simulated environment to be realistic; (2) felt enjoyment when using CartoonClass; and (3) thought that classroom simulations were helpful to their development of teaching competence (eg, noticing). Overall, these results are similar to those of previous research, in which the participants often reported positive perceptions of using virtual classroom environments (Aguilar & Telese, 2020; Dalinger et al, 2020; Spencer et al, 2019). In addition, the qualitative results also somewhat support the noticing improvement in the attending‐to skills as measured by the specific questions.…”

“…In addition, various studies have looked at users' perceptions of digital classroom simulations, with many reporting that such simulations were viewed as authentic, immersive, and/or confidence‐boosting (Aguilar & Telese, 2020; Dalinger et al, 2020; Spencer et al, 2019). For example, Aguilar and Telese studied 166 pre‐service elementary mathematics teachers' perceptions of their experience during three 7–12 minute mixed‐reality virtual simulations within a mathematics methods course.…”