Abstract
The paper presents analysis of a total of 219 word problems with fractions posed by 60 teacher trainees (36 pre-service primary teachers and 24 in-service teachers studying to extend their qualification for teaching at primary school level). The study was carried out within the frame of research focusing on the potential of problem posing in teacher training and of research focusing of on non-mathematical content of mathematics textbooks, their impact on formation of mental schemas and pupils' everyday practices.
Preliminary analysis of mathematics textbooks used in the Czech Republic shows that many word problems used are stereotypical and reinforce conservative values. However, teachers do not rely only on textbook problems and if needed they supplement lessons by problems they pose themselves.
How stereotypical or conservative are these problems? Do they offer a wider range of contexts? These are the key questions the here presented paper is trying to tackle.