[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology]

Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education

Background: There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings

Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions

Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education

Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level

Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+

Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable

Impact on Society: Understand the affordances and constraints of visualization tools in education

Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability