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
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