Friday, March 22
10:35-10:55 AM
CEST
Sunset 5

Learning Productive Mathematical Talk Moves Through Mixed-Reality Simulation: The Case of Pre-service Elementary Teachers in a Hispanic Serving Institution.

Brief Paper ID: 54067
  1. aaa
    Jair Aguilar
    The University of Texas Rio Grande Valley
  2. aaa
    James Telese
    The University of Texas Rio Grande Valley

Abstract: Teacher preparation programs require pre-service teachers to engage in field experiences that include participation in classrooms (Freeman, 2010). Mixed-Reality Simulation (MRS) is a technological tool that can be implemented to provide pre-service teachers opportunities to develop pedagogical techniques such as providing feedback, conducting discussions, integrating technology with instruction while at the same time exploring different environments (Hixon & So, 2009). This paper presents preliminary results of a first-stage research in the implementation of a MRSs’ into an elementary teacher education program at a large Hispanic-Serving Institution. The purpose of the study was to determine whether differences existed between the groups in eliciting student’s mathematical understanding through the use of productive mathematical talk-moves (PMTM) (Chapin et al., 2009). Preliminary analysis show that the pre-service teachers exposed to MRS felt more confident in conducting formative assessment of students through questioning and clinical interviews, than their peers not exposed to the Intervention.

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