Teachers play a crucial role in the mathematical learning outcomes of their students. The quality of teachers' mathematical knowledge has been of interest to key stakeholders and several lines of inquiry have been running in an effort to better understand the kinds of knowledge that mathematics teachers need to acquire and use to drive their lessons. Despite a decade of research in this area, the interconnections amongst the various strands of knowledge required by mathematics teachers is still unclear. In this report we attempt to investigate this issue by focusing on procedural and conceptual knowledge utilised in the assessment responses of a cohort of prospective teachers. (Contains 5 figures.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]