With so much research available to mathematics teachers about pedagogy it is important that knowledge translation allows theory to have a positive impact on practice. This workshop will identify issues related to the implementation of problem-solving in the primary mathematics classroom. Participants will explore problem-solving implementation findings from the presenter’s research study conducted in two upper primary classrooms and will be encouraged to share their views and problem-solving experiences. During the workshop participants will gain further understanding of the implementation of teaching mathematics through problem-solving in the primary mathematics classroom.

Key takeaways:
1. The more explicit teaching occurs later within a mathematical lesson structure and the more there is an increased focus on mathematical process outcomes, the more space is created for teaching mathematics through problemsolving and for further student autonomy, competence, and relatedness opportunities.