Recent research demonstrates that in many countries gender differences in mathematics achievement have virtually disappeared. Expectancy-value theory and social cognition theory both predict that if gender differences in achievement have declined there should be a similar decline in gender differences in self-beliefs. Extant literature is…

Students have difficulty learning fractions, and problems in understanding fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision-making. Remediation of student misconceptions is hampered by deficiencies in teachers' knowledge of the discipline and pedagogical content knowledge. We theorized…

Data from test instruments developed to measure student progress in a decision-making approach to values education suggest that either current methods of decision-making instruction are ineffective or that the adolescent years are a stagnant period for growth in this domain. (Author/CM)