RUSMP’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 teachers’ motivational beliefs, instructional practices, and mathematical knowledge for teaching, and changes in these constructs through participation in RUSMP interventions. Associations among teachers’ mathematical knowledge, motivational beliefs, professional development experiences, and instructional practices are also explored. RUSMP studies also investigate the effects of teachers’ knowledge, dispositions, and instruction on not only student achievement but also on students’ 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.