Simulations as a Tool for Practicing Questioning

  • Corey WebelEmail author
  • Kimberly Conner
  • Wenmin Zhao
Part of the ICME-13 Monographs book series (ICME13Mo)


In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking. We share how their evaluations of their choices shifted within experiences at certain points, and their criteria for “good” questions began to evolve. We end with implications for how simulations can promote critical reflection on teaching practice.


Representations of practice Teaching simulations Questioning Preservice teacher education Elementary mathematics 



The storyboards presented in Fig. 1 were created with the LessonSketch platform. LessonSketch is designed and developed by Pat Herbst, Dan Chazan, and Vu-Minh Chieu with the GRIP lab, School of Education, University of Michigan. The development of this environment has been supported with funds from National Science Foundation grants ESI-0353285, DRL-0918425, DRL-1316241, and DRL-1420102. The graphics used in the creation of these storyboards are © 2015 The Regents of the University of Michigan, all rights reserved. Used with permission.


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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.University of MissouriColumbiaUSA

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