College of Education Publications and Scholarship

ORCID

https://orcid.org/0000-0001-8069-2382

Editors

Minsung Kwon

Abstract

This article investigates preservice elementary teachers' (PSTs') reflections after facilitating mathematics discussions within a mixed-reality simulation (MRS) environment. The study aims to explore the immediate and delayed reflections of PSTs. The findings provide insights into the affordances and constraints of MRSs. PSTs' immediate reflections focused on the themes of preparation, questioning skills, and understanding the content, with delayed reflections indicating positive experiences, including improved content knowledge, and discussion facilitation skills. Findings suggest that with enhanced preparation and additional practice opportunities, integrating MRSs into teacher preparation programs has the potential to improve the mathematical discussion facilitation skills of PSTs.

Publisher

Korean Society of Educational Studies in Mathematics

First Page

447

Last Page

463

DOI

https://doi.org/10.29275/jerm.2024.34.3.447

Publication Date

Fall 10-1-2024

College

College of Education

Keywords

practice-based teacher education, mixed-reality simulation, reflection

Disciplines

Education | Science and Mathematics Education

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