Supplementary Curricular Materials Enriched With Interactive Simulations as a Catalyst for Change: A Case Study

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Abstract

In this study, we examine a middle school mathematics teacher’s instruction and reflections on her experiences with PhET interactive simulations (sims) and sim-based materials over two years. We conceptualize Linda’s (pseudonym) teaching in terms of both thinking and doing. Regarding Linda as thinker, results show increased attention to problems of practice related to teaching, as well as more productive framing of problems of practice. Regarding Linda as doer, results show significant differences in Linda’s instruction regarding the mathematical focus, questioning, and use of student thinking, favoring sim lessons compared to non-sim lessons. Linda’s professional growth documented by shifts in what she did and thought illustrates the potential for high-quality supplementary materials to function as a catalyst for change.

Authors

• Sebnem Atabas, University of Southern California

• Ian Whitacre, Florida State University