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The Effect Of Prior Experiences And Sequence Of Instruction Upon Preservice Teachers' Pedagogical Beliefs And Mathematical Knowledge For Teaching, Benjamin Sloop

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This study investigated the effects of sequence of instruction in a laboratory-based mathematics content course for elementary teachers on preservice teachers' (PSTs') pedagogical beliefs and Mathematical Knowledge for Teaching (MKT) through a quasi-experimental design in which the order of laboratory tasks and explanations of content was altered between sections for a given unit and between units within a given section. This study also investigated the prior experiences a group of preservice elementary teachers shared as students of mathematics and examined how these experiences related to their beliefs regarding effective pedagogy through a phenomenology. Additionally, the perspective of an experienced instructor, …