DEVELOPING INSTRUCTIONAL SEQUENCES IN PRE-SERVICE ELEMENTARY MATHEMATICS TEACHER EDUCATION

The purpose of the study is to examine the ways that future teachers of elementary school mathematics are able to recognize and embed significant mathematical representations in the construction of their own original instructional sequences for children aged five to seven. Even though the mathematical sophistication of their sequences is, for the most part, still quite naive, the students' disposition toward incorporating multiple representational tools and models in the design of mathematics activities for elementary school instruction suggests considerable promise. The results suggest implications for the design and implementation of instructional activities that support growth in mathematical and pedagogical content knowledge.