International audienceDeveloping tasks to help prospective teachers construct professional knowledge is an under-researched area of teacher education. In this paper we focus on describing the process of generating tasks in a research project at the University of Huelva. Using the model Mathematics Teachers’ Specialized Knowledge we designed tasks to prompt the construction of specific elements of knowledge necessary for teaching mathematics, with the involvement of educators and prospective teachers selected ad hoc. As an example, we describe elements from a task focused on the notion of a polygon
