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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]
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Database: Education Research Complete
Description
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]
ISSN:0742051X
DOI:10.1016/j.tate.2024.104858