ORCID
0009-0001-2053-1285
Keywords
Mathematics Education Conceptual Understanding Two-Step Equations Pre-Service Teachers Instructional Decision-Making TPACK TeachLivE Simulation
Subject Categories
Curriculum and Instruction | Science and Mathematics Education | Teacher Education and Professional Development
Abstract
This qualitative multiple case study explored how secondary mathematics pre-service teachers made and interpreted instructional moves while teaching two-step linear equations in a simulated TeachLivE environment. Grounded in the frameworks of Technological Pedagogical Content Knowledge (TPACK) and NCTM’s Principles to Actions teaching practice of building procedural fluency from conceptual understanding, this study examined how participants integrated mathematical knowledge, pedagogical strategies, and technology while promoting conceptual understanding. Data sources included TeachLivE session recordings, written reflections, observation notes, and stimulated recall interviews collected across four cases. Deductive coding was used to identify patterns in participants’ instructional discourse, questioning, use of representations, and responsiveness to student thinking. Findings revealed that participants consistently expressed beliefs aligned with conceptual understanding and demonstrated strong pedagogical content knowledge; however, instructional discourse frequently reflected procedural patterns during teaching. Participants often attempted to connect procedures to underlying mathematical ideas, resulting in an emerging teaching for conceptual understanding space in which the intentions to teach concepts and procedural discourse coexisted. Technology was used to support instruction, but its integration was generally limited and rarely transformed opportunities for student reasoning. This study contributes to mathematics teacher education by highlighting the complexity of translating teaching for conceptual understanding beliefs into enacted instructional practice and by providing a more nuanced understanding of teaching for conceptual understanding as a idevelopmental process. Findings also demonstrate the potential of mixed-reality simulations as lower-stakes environments for rehearsal, reflection, and instructional growth. Implications are discussed for mathematics teacher education programs, policy, and future research related to teaching for conceptual understanding, technology integration, and simulation-based learning environments.
Completion Date
2026
Semester
Summer
Committee Chair
Bush, Sarah
Degree
Doctor of Philosophy (Ph.D.)
College
College of Community Innovation and Education
Department
School of Teacher Education
Format
Document Type
Dissertation
Language
English
Release Date
8-15-2027
STARS Citation
Placido, Luisa, "A Multiple Case Study Exploring How Secondary Mathematics Pre-Service Teachers Make and Interpret Instructional Moves While Teaching Two-Steps Linear Equations in a Simulated TeachLivE Environment" (2026). Graduate Studies Theses and Dissertations 2026. 334.
https://stars.library.ucf.edu/gradstudies_etd_2026/334
Included in
Curriculum and Instruction Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
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