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

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.