Physical distancing, which is currently applied by many countries to reduce the rate of Covid-19 transmission, is known to contain mathematical thought that can be used as context for mathematics learning. This study aims to investigate the profile of mathematics problems designed by prospective mathematics teachers using physical distancing context intended to meet the criteria of numeracy problem. Data were collected through 72 mathematical problems designed by 36 prospective teachers studying at a mathematics teacher education program at a state university in Surabaya, Indonesia. Once such problems were identified as solvable problems, they were then categorized into domain of contexts, level of cognitive demand, and level of context use. Results of this study indicate that ten of the designed tasks were non-solvable, while the others were solvable. Regarding the level of context use, a relatively few of the designed problems were coded to have second-order context, whereas the remaining vary from zero-order to first-order. Out of three levels of cognitive demand, most designed problems reach the level of understanding (27.9%), applying (58.3%), where only limited number of reasoning problems were identified (13.8%). Nevertheless, the context of physical distancing was found to be a powerful context which leads prospective teachers to design numeracy problems with various domain of context varying from personal (19.4%), social/occupational (68.1%), to scientific context (12.5%). Some implications for teacher education regarding posing numeracy problems are discussed.