0
Views
0
CrossRef citations to date
0
Altmetric
Articles

Fostering preservice teachers’ mathematical discourse through virtual simulation teaching

ORCID Icon
Received 28 Jul 2023, Published online: 22 Jul 2024

References

  • Bautista, N. U., & Boone, W. J. (2015). Exploring the impact of TeachMETM Lab virtual classroom teaching simulation on early childhood education majors’ self-efficacy beliefs. Journal of Science Teacher Education, 26(3), 237–262. https://doi.org/10.1007/s10972-014-9418-8
  • Chapin, S. H., O’Connor, M. C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn (2nd ed.). Math Solutions.
  • Clapper, T. C. (2010). Role play and simulation returning to teaching for understanding. The Education Digest, 75(8), 39–43.
  • Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational Evaluation and Policy Analysis, 42(2), 208–231. https://doi.org/10.3102/0162373720906217
  • Dalgarno, B., Gregory, S., Knox, V., & Reiners, T. (2016). Practising teaching using virtual classroom role plays. Australian Journal of Teacher Education, 41(1), 126–154. https://doi.org/10.14221/ajte.2016v41n1.8
  • Dotger, B., Masingila, J., Bearkland, M., & Dotger, S. (2015). Exploring iconic interpretation and mathematics teacher development through clinical simulations. Journal of Mathematics Teacher Education, 18(6), 577–601. https://doi.org/10.1007/s10857-014-9290-7
  • Ersozlu, Z., Ledger, S., Ersozlu, A., Mayne, F., & Wildy, H. (2021). Mixed-reality learning environments in teacher education: An analysis of TeachLivE™ research. Sage Open, 11(3), 1–10. https://doi.org/10.1177/21582440211032155
  • Ghousseini, H. (2009). Designing opportunities to learn to lead classroom mathematics discussions in preservice teacher education: Focusing on enactment. In D. Mewborn & H. Lee (Eds.), Scholarly practices and inquiry in the preparation of mathematics teachers (pp. 203–218). Association of Mathematics Teacher Educators.
  • Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record: The Voice of Scholarship in Education, 111(9), 2055–2100. https://doi.org/10.1177/016146810911100905
  • Herbel-Eisenmann, B. A., Steele, M. D., & Cirillo, M. (2013). (Developing) teacher discourse moves: A framework for professional development. Mathematics Teacher Educator, 1(2), 181–196. https://doi.org/10.5951/mathteaceduc.1.2.0181
  • Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81–116. https://doi.org/10.2307/30034933
  • Khisty, L., & Chval, K. (2002). Pedagogic discourse and equity in mathematics: When teachers’ talk matters. Mathematics Education Research Journal, 14(3), 154–168. https://doi.org/10.1007/BF03217360
  • Koparan, T. (2022). The impact of a game and simulation based probability learning environment on the achievement and attitudes of prospective teachers. International Journal of Mathematical Education in Science and Technology, 53(9), 2319–2337. https://doi.org/10.1080/0020739X.2020.1868592
  • Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage.
  • Ledger, S. (2021). Resilience building for pre-service teachers: bRiTE, micro-teaching and augmented reality/simulation (bRiTE-AR). In C. F. Mansfield (Ed.), Cultivating teacher resilience (pp. 245–262). Springer.
  • Ledger, S., Ersozlu, Z., & Fischetti, J. (2019). Preservice teachers’ confidence and preferred teaching strategies using TeachLivE™ virtual learning environment: A two-step cluster analysis. Eurasia Journal of Mathematics, Science and Technology Education, 15(3), 1–17. https://doi.org/10.29333/ejmste/102621
  • Mahmood, N., & Rana, A. M. K. (2006). Constructivist classroom: Elements of class discourse as measure of constructivist practice. Bulletin of Education & Research, 28(1), 23–34.
  • McDonald, M., Kazemi, E., Kelley-Petersen, M., Mikolasy, K., Thompson, J., Valencia, S. W., & Windschitl, M. (2014). Practice makes practice: Learning to teach in teacher education. Peabody Journal of Education, 89(4), 500–515. https://doi.org/10.1080/0161956X.2014.938997
  • Mikeska, J. N., Howell, H., & Kinsey, D. (2023). Do simulated teaching experiences impact elementary preservice teachers’ ability to facilitate argumentation-focused discussions in mathematics and science? Journal of Teacher Education, 74(5), 422–436. https://doi.org/10.1177/00224871221142842
  • National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all.
  • Newton, D. P. (2002). Talking sense in science: Helping children understand through talk. Routledge.
  • Quintana, M. G. B., & Fernandez, S. M. (2015). A pedagogical model to develop teaching skills. The collaborative learning experience in the Immersive Virtual World TYMMI. Computers in Human Behavior, 51, 594–603. https://doi.org/10.1016/j.chb.2015.03.016
  • Rayner, C., & Fluck, A. (2014). Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: A pilot study. Asia-Pacific Journal of Teacher Education, 42(3), 212–227. https://doi.org/10.1080/1359866X.2014.927825
  • Theelen, H., Van den Beemt, A., & den Brok, P. (2019). Classroom simulations in teacher education to support preservice teachers’ interpersonal competence: A systematic literature review. Computers & Education, 129, 14–26. https://doi.org/10.1016/j.compedu.2018.10.015
  • Wachira, P., Pourdavood, R. G., & Skitzki, R. (2013). Mathematics teacher’s role in promoting classroom discourse. International Journal for Mathematics Teaching and Learning, 13(1), 1–38.
  • Walshaw, M., & Anthony, G. (2008). The teacher’s role in classroom discourse: A review of recent research into mathematics classrooms. Review of educational research, 78(3), 516–551. https://doi.org/10.3102/0034654308320292
  • Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477. https://doi.org/10.5951/jresematheduc.27.4.0458

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.