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…

Three approaches to in-service development for teachers (action research, skills development, and materials dissemination) were compared using a multimethod evaluation design with innovation-specific and general outcome measures for students and teachers. Thirty-three teachers and their students participated in a project to teach students how to…