This study investigated teachers' use of knowledge from research on children's mathematical thinking and how their students' achievement is influenced as a result. Twenty first grade teachers, assigned randomly to an experimental treatment, participated in a month-long workshop in whicht hey studieda research-baseda nalysis of children'sd evelopmento f problem-solvinsgk ills in additiona nd subtractionO. therfirstg rade teachers (n = 20) were assigned randomly to a control group. Although instructionalp racticesw eren otp rescribede, xperimentatl eacherst aughtp roblem solving significantly more and number facts significantly less than did control teachers. Experimental teachers encouraged students to use a varietyo f problem-solvingst rategies,a nd they listened to processest heir students used significantly more than did control teachers. Experimental teachersk new more about individuals tudents'p roblem-solvinpg rocesses,and they believed that instruction should build on students' existing knowledgem oret hand id controlt eachers.S tudentsi n experimentacl lasses exceeded students in control classes in number fact knowledge, problem solving,r eportedu nderstandinga, nd reportedc onfidencei n theirp roblemsolving abilities.
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