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Does Cooperative Learning Affect Girls' and Boys' Learning and Attitudes Toward Mathematic Transformation Skills in Single-sex and Mixed-sex Classrooms?

The data analyses for students' attitudes toward learning math transformation skills found one significant interaction between instructional strategy and classroom environment specifically for boys' attitudes toward their Teacher Perception (T). The analysis also found two significant main effects for classroom environment in boys' Confidence in Math (C) and girls' Usefulness of Math (U) attitude scores. No significant main effects for instructional strategy were found. The data analyses for attitudes showed no significant interaction or main effects for instructional strategy and classroom environment for whether boys and girls perceived math as a male domain (M).