<![CDATA[This study aims to describe the integration of preservice mathematics teachers’ declarative, procedural, and conditional knowledge in solving mathematical problems based on levels of problem-solving success. This study employed a descriptive qualitative approach. The participants were three preservice mathematics teachers selected from 40 undergraduate students in a Mathematics Education Study Program at a public university in West Java, Indonesia, based on problem-solving test results, the quality of solution processes, and representation of high, moderate, and low success levels. Data were collected through mathematical problem-solving tests and semi-structured interviews, and analyzed through data reduction, data display, and conclusion drawing. The findings show that the subject with high success had strong declarative knowledge coherently connected with procedural and conditional knowledge. The subject with moderate success demonstrated adequate conceptual understanding and initial strategy selection but was not consistent in controlling procedures and evaluating results. Meanwhile, the subject with low success showed fragmented conceptual understanding, inaccurate procedural application, and less-directed strategy selection. These findings confirm that mathematical problem-solving success is determined by the simultaneous integration of these three types of knowledge. Therefore, preservice teacher education needs to develop them in an integrated, systematic, and reflective manner.]]>
