A quasi-experimental study on the contribution of simulation-based professional development to teachers’ mathematical quality of instruction: Does teacher knowledge matter?

Simulation environments have gained prominence in teacher professional development (PD). However, prior research provides limited evidence on (a) whether simulation-based learning contributes to teaching quality in authentic classroom lessons and (b) for whom it is most effective, given variation in teachers’ Mathematical Knowledge for Teaching (MKT). To address these gaps, this quasi-experimental study focuses on the teaching of growing patterns in upper elementary early algebra and compares the contribution of three PD conditions (simulation-based, presentation-based, and a combination of simulation and presentation) with a control condition receiving no PD. The four groups, each comprising 12 elementary school teachers, were equivalent in background characteristics and MKT. Teachers’ mathematical quality of instruction during a growing-patterns lesson served as the primary outcome, and teachers’ initial MKT was examined as a moderator of intervention effects. Teachers in both groups involving a simulation component achieved significantly higher teaching-quality scores than those of the control group, with the combined simulation-and-presentation group performing significantly better than the presentation group and marginally better than the simulation group. Furthermore, MKT moderated the effects of the two simulation-based interventions, indicating that teachers did not benefit equally from these PD experiences. Thus, the contribution of simulation needs to be considered in relation to teachers’ entry-level competencies.