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This article reports the efficacy of the Multidimensional Content-Based Mathematics Professional Development Project in ameliorating pedagogical competencies in mathematics for secondary school teachers. The project protocol is an intensive two week all day summer session with six all day Saturday sessions scheduled throughout the following fall semester. Participants were 28 secondary mathematics teachers randomly selected from schools identified as low-performing. Data were analyzed bydoi:10.4236/ce.2013.43029 fatcat:qp7ovemsfjaf7hziltbyp75r7m