The purpose of the current study is to make inferences about pre-service teachers’ levels of content and curriculum knowledge related to the concept of fraction through problem posing and problem solving processes. The study designed according to the case study design was conducted on senior pre-service classroom teachers attending a state university in Turkey. The data of the current study were collected through the problems posed and then solved by the pre-service teachers in the semi-structured style on the basis of a visual presented to them. According to the findings obtained, it was seen that the content knowledge level of the pre-service classroom teachers about the concept of fraction; especially about the improper fraction, is not at the desired level. In addition, it was found that the pre-service teachers had problems in specifying for which grade level they posed and solved the fraction problems within the context of curriculum knowledge.
Fractions, content knowledge, curricular knowledge, problem posing, problem solving