Ninety-eight elementary and middle school preservice teachers posed eight stories for integer addition and subtraction number sentences. Stories that were posed about temperature were analysed using a modified Marthe‘s (1979) framework for integer problem types. This framework was modified based on the stories provided by the preservice teachers. This paper reports on the problem types utilized by the preservice teachers. Results highlight that preservice teachers do not frequently use some problem types. Also, results may indicate that some number sentence types (e.g., -23 – -5=☐) support different problem types (e.g., State-State-Translation)
