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This article concerns the use of an electronic spreadsheet in mathematical problem posing by prospective elementary teachers. It introduces a didactic construct dealing with three types of a problem's coherence -- numerical, contextual and pedagogical. The main thesis of the article is that technological support of problem posing proves to be insufficient without one's use of this construct. The article reflects on work done with the teachers in a number of education courses. It suggests thatdoaj:979fca5af15c49ec9891339ffd2832b6 fatcat:cf5iizjtrrflvjitvsocgvtc4a