Pre-service teachers' interrogation of mathematics education following a digital clinical simulation
Date
2023-10-02
Authors
Benoit, Gregory
Barno, Erin
Version
Published version
OA Version
Citation
G. Benoit, E. Barno. 2023. "PRE-SERVICE TEACHERS’ INTERROGATION OF MATHEMATICS EDUCATION FOLLOWING A DIGITAL CLINICAL SIMULATION" https://doi.org/10.51272/pmena.45.2023
Abstract
This preliminary study explores how digital clinical simulations can reveal pre-service teachers’ understanding of equity and mathematical instructional decisions. Pre-service teachers engaged in a digital clinical simulation where their responses to scripted mathematical small group scenarios led them to different simulated outcomes. The analysis of the full class debrief conversation following the simulation experience surfaced how pre-service teachers interrogated the boundaries of mathematics education. This revealed how they felt tension about certain conceptualizations of mathematics teaching and equitable pedagogies. This study suggests that digital clinical simulations could support pre-service teachers’ sensemaking of the inherent relationship between mathematical pedagogy and equitable orientations through moments of tension within the simulation, and interrogation of that norm during the debrief.