RUSMPâ€™s research agenda is guided by the infusion of learning and motivation theories into literature on mathematics teacher education, teacher leadership, and professional development.
RUSMP researches teachersâ€™ motivational beliefs, instructional practices, and mathematical knowledge for teaching, and changes in these constructs through participation in RUSMP interventions. Associations among teachersâ€™ mathematical knowledge, motivational beliefs, professional development experiences, and instructional practices are also explored. RUSMP studies also investigate the effects of teachersâ€™ knowledge, dispositions, and instruction on not only student achievement but also on studentsâ€™ enjoyment of and intrinsic value for learning mathematics. The effects of incorporating computer science and the arts into mathematics instruction on the aforementioned student outcomes are also examined.