Prospective Elementary Teachers’ Pedagogical Knowledge for Mathematical Problem Solving Piñeiro, Juan Luis Chapman, Olive Castro Rodríguez, Elena Castro Martínez, Enrique Problem solving Prospective elementary school teachers Pedagogical knowledge Problem solving questionnaires This research was funded by Ministry of Science, Innovation and Universities (Spain) who financed the research project PGC2018-095765-B-I00 (PROFESTEM), and a Ph.D. grant awarded by Chile's ANID (folio 72170314). Research on mathematics teachers’ knowledge has generally focused more on mathematics concepts than mathematical processes. This paper addresses the latter with a focus on mathematical problem solving (PS). It reports on a study that investigated the pedagogical knowledge for PS of prospective elementary school teachers of mathematics (PTs). Participants were 149 PTs at a university in Spain. They were at the end of their teacher education program. Data sources consisted of a questionnaire on knowledge of learning PS and a questionnaire on knowledge of teaching PS. Findings indicated that the PTs held combination of different levels of knowledge of PS learning and teaching. Many of them demonstrated appropriate knowledge of many characteristics for (1) PS learning consisting of student as a problem-solver, PS as a worthwhile task, non-cognitive factor related to PS, and (2) PS teaching consisting of PS teaching approaches, discourse in PS, intervention during stuck state in PS, PS assessment, and PS resources. However, there were also contradictions and limitations to their knowledge with implications for teacher education. These combination of appropriate and inappropriate knowledge resulted in some conflicts that are related to teaching actions and would limit student’ learning of PS. 2021-09-29T10:28:46Z 2021-09-29T10:28:46Z 2021-07-30 journal article Piñeiro, J.L... [et al.]. Prospective Elementary Teachers’ Pedagogical Knowledge for Mathematical Problem Solving. Mathematics 2021, 9, 1811. [https://doi.org/10.3390/math9151811] http://hdl.handle.net/10481/70525 10.3390/math9151811 eng http://creativecommons.org/licenses/by/3.0/es/ open access Atribución 3.0 España MDPI