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Effects of Preservice Mathematics Teachers Running Untact Mathematics Experience Exhibition

Objectives The purpose of this study is to share the cases in which preservice mathematics teachers ran an untact mathematics experience exhibition and to examine the running effects. Methods To do this, the entire process of 43 preservice mathematics teachers who ran the untact mathematics experience exhibition was examined. Video data, feedback data, activity photos, activity impressions, and satisfaction survey results of preservice mathematics teachers who ran the untact mathematics experience exhibition were collected and analyzed. The results of the survey were analyzed using frequency analysis, one sample t-test and exploratory data analysis, and data such as video data and feedback data were analyzed using triangulation to increase validity and reliability. Results In the process of preparing for the untact mathematics experience exhibition, we were able to examine the misconceptions of mathematics that preservice mathematics teachers had, and we could see them learning the mathematics knowledge included in the experience program. In addition, preservice mathematics teachers confirmed the prior knowledge of students though the curriculum, and confirmed the misconceptions that students can have through communication with other preservice mathematics teachers. In addition, preservice mathematics teachers showed that they produced and edited videos in consideration of students' prior knowledge and so on. Conclusions Preservice mathematics teachers can obtain the following effects for the running of the untact mathematics experience exhibition. First, it helps preservice mathematics teachers cultivate knowledge of mathematics content. Second, it helps preservice mathematics teachers with knowledge of pedagogical content. Third, it helps preservice mathematics teachers to improve their remote education capabilities. 
