Friday, March 22
10:35-10:55 AM
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.

No presider for this session.


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