Instructional Design Features of Non-Digital Simulation Tasks

Abstract

While simulations, both digital and non-digital, are widely used in practice-based teacher education programs, the underlying instructional design features of these simulation tasks are not often publicly available. To address this research gap in designing simulation tasks, this chapter showcases a mathematics teacher educator's instructional decision in design a non-digital simulation task and presents evidence from preservice teachers' interactions with two simulated students. The findings provide practical insights and strategies for other teacher educators, guiding the design of purposeful simulation tasks that support preservice teachers to refine their probing skills based on students' mathematical needs and promote equitable teaching practices, particularly for traditionally marginalized students. This chapter contributes to the ongoing discussion on the development of simulation-based experiences for effectively preparing them in practice-based teacher education.