Abstract
The aim of this study was to investigate pre-service elementary mathematics teachers' problem types which were posed for modeling fraction division. Data was collected from pre-service elementary mathematics teachers in the spring semester of 20102011 who were enrolled in a teacher education program at a public university. Data collection tool entailed pre-service elementary teachers posing world division problems corresponding to the fractions written in symbolic form. The results of the study revealed that pre-service elementary mathematics teachers posed problems involving fraction multiplication rather than fraction division and they used invert and multiply algorithm. There was evidence that they did not have adequate learning about fraction division.
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