94
Views
0
CrossRef citations to date
0
Altmetric
Research Article

A comparison of two simulated classrooms for teaching elementary school mathematics: Cartoon Classroom and Bear Classroom

ORCID Icon
Pages 149-164 | Received 06 Nov 2020, Accepted 11 Sep 2023, Published online: 05 Jan 2024

References

  • Ball, D. L., & Forzani, F. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511. https://doi.org/10.1177/0022487109348479
  • Bastian, A., Kaiser, G., Meyer, D., Schwarz, B., & König, J. (2022). Teacher noticing and its growth toward expertise: An expert–novice comparison with pre-service and in-service secondary mathematics teachers. Educational Studies in Mathematics, 110(2), 205–232. https://doi.org/10.1007/s10649-021-10128-y
  • Berghe, R. V. D., Petersen, H., Hellendoorn, A., & Keulen, H. V. (2020). Programming a robot or an avatar: A study on learning outcomes, motivation, and cooperation HRI ’20: ACM/IEEE International Conference on Human-Robot Interaction, Cambridge, United Kingdom.
  • Christensen, R., Knezek, G., Tyler-Wood, T., & Gibson, D. (2011). SimSchool: An online dynamic simulator for enhancing teacher preparation. International Journal of Learning Technology, 6(2), 201–220. https://doi.org/10.1504/IJLT.2011.042649
  • Dalgarno, B., Gregory, S., Reiners, T., & Knox, V. (2016). Practising teaching using virtual classroom role plays [article]. Australian Journal of Teacher Education, 41(1), 126–154. https://doi.org/10.14221/ajte.2016v41n1.8
  • Dalinger, T., Thomas, K. B., Stansberry, S., & Xiu, Y. (2020). A mixed reality simulation offers strategic practice for pre-service teachers. Computers & Education, 144, 103696. https://doi.org/10.1016/j.compedu.2019.103696
  • Ely, E., Alves, K. D., Dolenc, N. R., Sebolt, S., & Walton, E. A. (2018). Classroom simulation to prepare teachers to use evidence-based comprehension practices. Journal of Digital Learning in Teacher Education, 34(2), 71–87. https://doi.org/10.1080/21532974.2017.1399487
  • Ferdig, R. E., & Kosko, K. W. (2020). Implementing 360 video to increase immersion, perceptual capacity, and teacher noticing. TechTrends, 64(6), 849–859. https://doi.org/10.1007/s11528-020-00522-3
  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine Transaction.
  • Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100. https://doi.org/10.1177/016146810911100905
  • Helleve, I., Eide, L., & Ulvik, M. (2021). Case-based teacher education preparing for diagnostic judgement. European Journal of Teacher Education, 46(1), 1–17. https://doi.org/10.1080/02619768.2021.1900112
  • Hixon, E., & So, H.-J. (2009). Technology’s role in field experiences for preservice teacher training. Journal of Educational Technology & Society, 12(4), 294–304.
  • Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202. https://doi.org/10.5951/jresematheduc.41.2.0169
  • Jong, C., Schack, E. O., Fisher, M. H., Thomas, J., & Dueber, D. (2021). What role does professional noticing play? Examining connections with affect and mathematical knowledge for teaching among preservice teachers. ZDM – Mathematics Education, 53(1), 151–164. https://doi.org/10.1007/s11858-020-01210-5
  • Keller, L., Cortina, K. S., Müller, K., & Miller, K. F. (2021). Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking. Instructional Science, 50(2), 251–272. https://doi.org/10.1007/s11251-021-09570-5
  • Ke, F., & Xu, X. (2020). Virtual reality simulation-based learning of teaching with alternative perspectives taking. British Journal of Educational Technology, 51(6), 2544–2557. https://doi.org/10.1111/bjet.12936.
  • Kilic, H. (2018). Pre-service mathematics teachers’ noticing skills and scaffolding practices [journal article]. International Journal of Science and Mathematics Education, 16(2), 377–400. https://doi.org/10.1007/s10763-016-9784-0
  • Leatham, K. R., Peterson, B. E., Stockero, S. L., & Zoest, L. R. V. (2015). Conceptualizing mathematically significant pedagogical opportunities to build on student thinking. Journal for Research in Mathematics Education, 46(1), 88. https://doi.org/10.5951/jresematheduc.46.1.0088
  • Lin, Y.-C. (2023). Using virtual classroom simulations in a mathematics methods course to develop pre-service primary mathematics teachers’ noticing skills. British Journal of Educational Technology, 54(3), 734–753. https://doi.org/10.1111/bjet.13291
  • McGarr, O. (2021). The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: Implications for reflective practice. Journal of Education for Teaching, 47(2), 274–286. https://doi.org/10.1080/02607476.2020.1733398
  • Mueller, T. G., Massafra, A., Robinson, J., & Peterson, L. (2018). Simulated individualized education program meetings: Valuable pedagogy within a preservice special educator program. Teacher Education and Special Education, 42(3), 209–226. https://doi.org/10.1177/0888406418788920
  • Oudman, S., van de Pol, J., Bakker, A., Moerbeek, M., & van Gog, T. (2018). Effects of different cue types on the accuracy of primary school teachers’ judgments of students’ mathematical understanding. Teaching and Teacher Education, 76, 214–226. https://doi.org/10.1016/j.tate.2018.02.007
  • Perry, E., & Bevins, S. (2019). Building capacity for professional development: The development of teachers as facilitators in Ghana. Professional Development in Education, 45(3), 390–404. https://doi.org/10.1080/19415257.2018.1474489
  • Rayner, C., & Fluck, A. (2014). Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: A pilot study. Asia-Pacific Journal of Teacher Education, 42(3), 212–227. https://doi.org/10.1080/1359866X.2014.927825
  • Scheiner, T. (2021). Towards a more comprehensive model of teacher noticing. ZDM – Mathematics Education, 53(1), 85–94. https://doi.org/10.1007/s11858-020-01202-5
  • Schutz, K., Grossman, P., & Shaughnessy, M. (2018). Approximations of practice in teacher education. In P. Grossman (Ed.), Teaching core practices in teacher education (pp. 57–83). Harvard Education Press.
  • Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27(2), 259–267. https://doi.org/10.1016/j.tate.2010.08.009
  • Sinoo, C., van der Pal, S., Blanson Henkemans, O. A., Keizer, A., Bierman, B. P. B., Looije, R., & Neerincx, M. A. (2018). Friendship with a robot: Children’s perception of similarity between a robot’s physical and virtual embodiment that supports diabetes self-management. Patient Education and Counseling, 101(7), 1248–1255. https://doi.org/10.1016/j.pec.2018.02.008
  • Theelen, H., van den Beemt, A., & den Brok, P. (2019). Using 360-degree videos in teacher education to improve preservice teachers’ professional interpersonal vision. Journal of Computer Assisted Learning, 35(5), 582–594. https://doi.org/10.1111/jcal.12361
  • van Es, E. A., & Sherin, M. G. (2006). How different video club designs support teachers in “learning to notice”. Journal of Computing in Teacher Education, 22(4), 125–135.
  • van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24(2), 244–276. https://doi.org/10.1016/j.tate.2006.11.005
  • van Es, E. A., & Sherin, M. G. (2009). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155–176. https://doi.org/10.1007/s10857-009-9130-3
  • van Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM – Mathematics Education, 53(1), 17–27. https://doi.org/10.1007/s11858-020-01211-4
  • Wæge, K., & Fauskanger, J. (2020). Teacher time outs in rehearsals: In-service teachers learning ambitious mathematics teaching practices. Journal of Mathematics Teacher Education, 24(6), 563–586. https://doi.org/10.1007/s10857-020-09474-0
  • Wildgans-Lang, A., Scheuerer, S., Obersteiner, A., Fischer, F., & Reiss, K. (2020). Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment. ZDM, 52(2), 241–254. https://doi.org/10.1007/s11858-020-01139-9.
  • Wyatt-Smith, C., & Klenowski, V. (2013). Explicit, latent and meta-criteria: Types of criteria at play in professional judgement practice. Assessment in Education Principles, Policy & Practice, 20(1), 35–52. https://doi.org/10.1080/0969594X.2012.725030

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.