A comparison of two simulated classrooms for teaching elementary school mathematics: Cartoon Classroom and Bear Classroom

ABSTRACT

The purpose of this study was to compare two simulated classrooms (virtual vs physical) in terms of how they affect pre-service teachers’ perceptions and noticing ability. A total of 57 pre-service elementary school teachers participated in this study (28 in virtual Cartoon Classroom and 29 in physical Bear Classroom). The results were mixed. In the quantitative results, no significant difference between the Cartoon Classroom group and the Bear Classroom group was found in any dimension of perception or noticing, with the exception of perceived authenticity, indicating that these two simulated classrooms are equally useful in teaching simulations and for measuring a teacher’s noticing skills. On the other hand, the qualitative results indicated that the Bear Classroom was found to be more authentic and relaxed and to have fewer technical issues than the Cartoon Classroom, whereas the Cartoon Classroom more easily focused the participants’ attention on the simulated students’ ideas.

KEYWORDS:

• Mathematics
• teacher education
• teacher noticing
• virtual classroom simulation

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the Ministry of Science and Technology, Taiwan, under grant MOST 108-2511-H-007-005-MY3.

Notes on contributors

Yung-Chi Lin

Yung-Chi Lin is an Associate Professor at the Graduate Institute of Mathematics and Science Education, National Tsing Hua University in Taiwan. His research focuses on the integration of technology into mathematics teacher education, particularly using technology to enhance mathematics pre-service teachers’ noticing abilities.