caa a22 4500 606187790 CHVBK 20210128100842.0 cr unu---uuuuu 210128e20151201xx s 000 0 eng 10.1007/s10857-014-9290-7 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9290-7 Exploring iconic interpretation and mathematics teacher development through clinical simulations [Elektronische Daten] [Benjamin Dotger, Joanna Masingila, Mary Bearkland, Sharon Dotger] Field placements serve as the traditional ‘clinical' experience for prospective mathematics teachers to immerse themselves in the mathematical challenges of students. This article reports data from a different type of learning experience, that of a clinical simulation with a standardized individual. We begin with a brief background on medical education's long-standing use of standardized patients, and the recent diffusion of clinical simulations to teacher and school leader preparation contexts. Then, we describe a single mathematics simulation and report data from prospective mathematics teachers' interactions with a standardized student on the issue of iconic interpretation. Findings highlight teachers' diagnostic, explanatory, mathematical, and instructional repertoires, as they guide a standardized student through two different graphing problems. Implications focus on the trends in teachers' instructional decisions, contextualized explanations, and the use of clinical simulations to enhance mathematics teacher development. Springer Science+Business Media Dordrecht, 2014 Clinical simulation nationallicence Iconic interpretation nationallicence Mathematics teacher education nationallicence Teacher development nationallicence Dotger Benjamin Teaching and Leadership, Syracuse University School of Education, 161 Huntington Hall, 13244, Syracuse, NY, USA aut Masingila Joanna Mathematics Education, Syracuse University School of Education, 13244, Syracuse, NY, USA aut Bearkland Mary Science Teaching, Syracuse University, Syracuse, NY, USA aut Dotger Sharon Teaching and Leadership, Science Teaching, Syracuse University, Syracuse, NY, USA aut Journal of Mathematics Teacher Education Springer Netherlands 18/6(2015-12-01), 577-601 1386-4416 18:6<577 2015 18 10857 https://doi.org/10.1007/s10857-014-9290-7 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9290-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Dotger Benjamin Teaching and Leadership, Syracuse University School of Education, 161 Huntington Hall, 13244, Syracuse, NY, USA aut NATIONALLICENCE 700 1- Masingila Joanna Mathematics Education, Syracuse University School of Education, 13244, Syracuse, NY, USA aut NATIONALLICENCE 700 1- Bearkland Mary Science Teaching, Syracuse University, Syracuse, NY, USA aut NATIONALLICENCE 700 1- Dotger Sharon Teaching and Leadership, Science Teaching, Syracuse University, Syracuse, NY, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/6(2015-12-01), 577-601 1386-4416 18:6<577 2015 18 10857