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    A prospective teacher's conceptions about the nature of mathematical tasks and professional knowledge within task unfolding
    (Springer, 2024) Aytekin-Kazanc, Emine; Isiksal-Bostan, Mine
    This qualitative study aimed to identify the changes in a prospective' conceptions about the nature of mathematical tasks and pedagogy in video cases and to investigate the characteristics of the prospective' professional knowledge and views during task design/modification. The study used the mathematical task demand engagement process, which includes task-sorting activity, selecting tasks, reflecting on illustrative cases, and teaching and reflecting on tasks as enacted. The findings regarding one prospective, Kar, were reported. Focus group interviews, individual interviews, and two recorded lessons were used as data sources. The content analysis method was employed for the in-depth analysis of the data. The findings suggested a change in Kar's ideas about the nature of mathematical tasks, particularly about what characteristics low and high-level tasks possess and the efficiency of the Task Analysis Guide. Kar also generated detailed ideas on the pedagogy of high and low tasks and realized the role of teachers as facilitators while enacting high-level tasks. Another finding is that Kar's decisions regarding task adaptation and her reasons catalyze both situated and global knowledge and views. Our findings suggest that providing an opportunity for prospective to reflect on and discuss the nature of mathematical tasks as planned, implemented, and revisited in a professional context is beneficial.