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In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, we examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations. We also examined features of explanations on which PSTs drew in their critiques of mathematical explanations of students. Our results draw attention to the importance of helping PSTs develop competencies in constructing anddoi:10.46328/ijres.v6i2.765 fatcat:spqqykczgvfe5ng3enszbujvxm