Teachers' knowledge of students' knowledge in mathematics problem solving: Correlational and case analyses.

Abstract

This study examined the relationship of teachers' knowledges of students' knowledge to teachers' mathematics instruction and to students' mathematics problem solving. First-grade teachers (N=20) participated in a 4-week workshop in which they were given access to research-based knowledge on children's mathematics learning. Teachers were observed for 16 days throughout the school year. In May, teachers completed interviews and questionnaires about their knowledge and beliefs; their students completed achievement tests