Prospective primary teachers’ knowledge of problem solving process

International audienceStudies on teachers’ understanding of processes such as problem solving have focused primarily on their beliefs and conceptions to the detriment of features indicative of their professional knowledge. This study analyses the knowledge about problem solving process revealed by prospective primary teachers. A questionnaire specifically designed for the study was administered to 61 undergraduates beginning and 53 ending their training. Although characterising solving as a dynamic process, both groups, in their description of stage characteristics and strategy identification, revealed that their knowledge was essentially theoretical