Facilitating Formative Feedback: Using Simulations to Impact the Capability of Novice Mathematics Teachers

Our project explores simulations focused on eliciting and interpreting elementary students’ mathematics thinking provide preservice teachers with formative assessment opportunities. They have been used with preservice teacher educators and their students three partner programs, and administered for data collection in fourteen other programs. Our studies (1) examine how feedback from the simulations strengthens preservice teachers' abilities to elicit and interpret student thinking, and (2) establish the reliability and validity of the simulations as assessment tools.