Persistent Challenges of Elementary Mathematics Methods Course Instructors: Planning and Implementing Teaching Simulations

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 1
  In Roundtable Session: Cultivating Effective Mathematics Instruction: The Role of Beliefs, Play, and Teaching Simulations in Preservice Teacher Education (Table 13)

Abstract

This study investigates how four instructors of elementary mathematics methods courses plan and implement teaching simulations designed for pre-service teachers (PTs) to practice instructional conversations. Instructor interviews were analyzed using a framework of persistent challenges. Results include ways that instructors approached planning (i.e., focusing on how to introduce simulations, sequence simulations, design simulations to meet PTs’ needs, or build PTs’ motivation) and highlight how instructors implementing teaching simulations may need additional support to anticipate ways to assess PT thinking and strategies for managing PT behavior. This work is important to support instructors in preparing PTs to engage in mathematical conversations in their elementary classrooms.

Authors

• Sarah Lilly Deans, University of Virginia

• Jim Bywater, James Madison University

• Jennifer L. Chiu, University of Virginia