Abstract
This study examines the potential for semi-structured problem posing to provide valuable information about preservice teachers' mathematical knowledge for teaching, with a focus on ‘specialized content knowledge’ and ‘mathematical tasks of teaching’. Preservice teachers posed problems to expand and strengthen students' conceptualizations of slope in real-world situations. Their strengths and weaknesses in posing problems with real-world contexts and promoting conceptual understanding of slope offer insight into their mathematical knowledge for teaching. Implications are discussed for design of mathematics teacher education coursework and program structures to support development of essential skills and practices for teaching mathematics.
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