Simulation-based teaching has been used in many training areas, including general education, the medical industry, military, aviation, and so on. The simulation-based teaching models are taken into account in models used for discovery learning. Hence, it is sometimes referred to as a method of teaching discovery based on simulation. This study restores the basic content of the simulation-based discovery, including the concept of simulation-based teaching, simulation-based teaching features, and some authors' findings that implemented simulation-based teaching. The study offers a simulation-based process of teaching mathematical concepts and applies them to teach the "circular surfaces" which is regarded as a quasi-experiment in 12th-grade Geometry with posttest only nonequivalent groups design. Based on the results of quasi-experimental teaching, we initially have drawn significant results as follows: 1) simulation-based teaching increases the learning interest of students compared to traditional teaching methods; 2) Because of the interest in learning together with self-discovery learning, the students' learning results in the experimental class are better than those of control class. One thing learned from practical teaching is that teachers applying simulation teaching need to use dynamic math software and spend a considerable amount of time in lesson design. This is one of the challenges for mathematic teachers in Vietnam.