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Promoting preservice teachers' facilitation of argumentation in mathematics and science through digital simulations.

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Title: Promoting preservice teachers' facilitation of argumentation in mathematics and science through digital simulations.
Authors: Mikeska, Jamie N.1 jmikeska@ets.org, Francis, Dionne Cross2, Lottero-Perdue, Pamela S.3, Park Rogers, Meredith4, Shekell, Calli5, Bharaj, Pavneet Kaur6, Howell, Heather1, Maltese, Adam4, Thompson, Meredith7, Reich, Justin7
Source: Teaching & Teacher Education. Feb2025, Vol. 154, pN.PAG-N.PAG. 1p.
Subject Terms: *Mathematics education, *Mathematics teachers, *Student teachers, Approximation theory, Acquisition of data
Abstract: To explore whether multiple approximations of practice can work together, we examine how a suite of three digital simulations influences preservice teacher (PST) preparedness. In this pre-registered study, we used survey and observational instruments to collect data from 66 elementary PSTs during their mathematics or science methods course to investigate changes in PSTs' ability to facilitate argumentation-focused discussions, beliefs about their preparedness to teach and effective instruction, noticing skills, and understanding about argumentation. Findings indicate that using these simulations across one semester improved PSTs' ability to facilitate argumentation-focused discussions and improved their beliefs about content teaching and their perceptions of preparedness. • Study extends current research by examining if and how using multiple approximation types together can be used to scaffold preservice teacher learning. • Using the suite of three online simulations produced significant shifts in preservice teachers' beliefs about instruction and proficiency in the facilitation of argumentation-focused discussions. • Results suggest there is viability in the approach of a tiered progression in complexity when using online simulations to support preservice teachers in developing ambitious teaching practices. • Using online simulations made the importance of some instructional skills more salient for preservice teachers. [ABSTRACT FROM AUTHOR]
Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Promoting preservice teachers' facilitation of argumentation in mathematics and science through digital simulations.
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  Data: <searchLink fieldCode="JN" term="%22Teaching+%26+Teacher+Education%22">Teaching & Teacher Education</searchLink>. Feb2025, Vol. 154, pN.PAG-N.PAG. 1p.
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  Data: To explore whether multiple approximations of practice can work together, we examine how a suite of three digital simulations influences preservice teacher (PST) preparedness. In this pre-registered study, we used survey and observational instruments to collect data from 66 elementary PSTs during their mathematics or science methods course to investigate changes in PSTs' ability to facilitate argumentation-focused discussions, beliefs about their preparedness to teach and effective instruction, noticing skills, and understanding about argumentation. Findings indicate that using these simulations across one semester improved PSTs' ability to facilitate argumentation-focused discussions and improved their beliefs about content teaching and their perceptions of preparedness. • Study extends current research by examining if and how using multiple approximation types together can be used to scaffold preservice teacher learning. • Using the suite of three online simulations produced significant shifts in preservice teachers' beliefs about instruction and proficiency in the facilitation of argumentation-focused discussions. • Results suggest there is viability in the approach of a tiered progression in complexity when using online simulations to support preservice teachers in developing ambitious teaching practices. • Using online simulations made the importance of some instructional skills more salient for preservice teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181408388
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        Value: 10.1016/j.tate.2024.104858
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      – SubjectFull: Student teachers
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              Text: Feb2025
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