Teacher preparation programs require pre-service teachers to engage in field experiences that include participation in classrooms (Freeman, 2010). Mix-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 (Chapin, O’Connor, & Anderson, 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.
Aguilar, J. & Telese, J. (2019). Learning Productive Mathematical Talk Moves Through Mix-Reality Simulation: The case of Pre-service Elementary Teachers in a Hispanic Serving Institution. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2129-2133). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/207941/.
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