Exploring Preservice Elementary Teachers' Reflections Following Facilitation of Mathematics Discussions in Mixed-Reality Simulations

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.