1. Young, J. L., Young, J. R., & Capraro, M. M. (2017). Black girl's achievement in middle grades mathematics: How can socializing agents help? The Clearing House, 90(3), 70-76.
2. Nite, S. B.,Capraro, M. M., Capraro, R. M., & *Bicer, A. (2017). Explicating the characteristics of
STEM teaching and learning: A meta-synthesis. Journal of STEM Teacher Education, 52(1), 31-53.
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3. Bicer, A., Capraro, R. M., Capraro, M. M. (2017). Hispanic students' mathematics achievement in the context of their high school types as STEM and non-STEM schools.International Journal of Mathematical Education in Science and Technology.]DOI: 10.1080/0020739X.2017.1410735
4. Bicer, A., Capraro, R. M., & Capraro, M. M. (2017). Integrated STEM assessment model. International Journal of Education in Mathematics, Science, and Technology, 13(7), 3959-39685. DOI:10.12973/Eurasia.2017.00766a
5. *Godwin, A. J., Capraro, M. M., Rupley, W. H., & Capraro, R. M. (2017). Meta-synthesis of factors that contribute to a child's initial communication development and previously identified effects of reading mathematics storybooks to toddlers and preschoolers. Child Development Research, 2017,1-10. https: doi.org/10.1155/2017/4506098
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6. Capraro, M. M., *Bicer, A., Grant, M. R., & Lincoln, Y. S. (2017). Using precision in STEM language: A qualitative look at how working in groups may help. International Journal of Education in Mathematics, Science and Technology, 5(1), 29-39. DOI:10.18404/ijemst.15709
7. Suib, A. F., Rosli, R., & Capraro, M. M. (2016). A primary school mathematics teachers' perspectives about problem posing activity. The Social Sciences, 11, 4992-97
8. Bicer, A., Nite, S. B., Capraro, R., M., & Capraro, M., M. (2016). Assessment techniques in mathematics: A literature review. In R. V.Nata (Ed.), Progress in education, Volume 39 (pp. 270-288). Haulage, NY:Nova Science Publishers.
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9. *Hill, K. K., *Bicer, A., & Capraro, M. M. (2016). Do teachers have the opportunities they need to learn to teach with manipulatives? Electronic International Journal of Education, Arts, and Science.2(1), 49-59
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10. *Oner, A. T., Nite, S. B., Capraro, R. M., & Capraro, M. M. (2016). From STEM to STEAM: Students' beliefs about the use of their creativity. The STEAM Journal, 2(2), Article 6. DOI: 10.5642/steam.20160202.06
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11. *Han, S. Y., Capraro, R. M., & Capraro, M. M. (2016). How science, technology, engineering, and nathematics project based learning affects high-need students in the U.S. Learning and Individual Differences, 51,157-166. (IF = 1.631-(2015)
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12. *Hao, H., Capraro, M. M., & Lee, K. (2016). Play with numbers from daily life: Number sense gaining progression and facilitating strategies of diverse young learners. International Play Association/USA E-Journal, 10-20
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13. *Lunsford, A., & Capraro, M. M. (2016). Qualitative and quantitative analysis of white powders and clear liquids (Chapter 20). In Capraro, M. M., *Whitfield, J. G., *Etchells, M. J., & Capraro, R. M. (Eds.). (2016). A companion to interdisciplinary STEM project-based learning: For teachers by teachers (2nd edition). Rotterdam, The Netherlands: Sense.
14. *Godwin, A., Rupley, W., Capraro, R. M., & Capraro, M. M. (2016). Reading and math: Creating a family environment for reading. Journal of Education and Learning, 5(1), 44-59
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15. Godwin, A., Rupley, W. H., Capraro, R. M. & Capraro, M. M. (2016). Reading and mathematics bound together: Creating a home environment for preschool learning. Journal of Education and Learning, 5(1), 44-59, doi: http://dx.doi.org/10.5539/jel.v5nlpp.44
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16. *Ketsetzi, A., & Capraro, M. M. (2016). Renewable energy sources (Chapter 17). In Capraro, M. M., *Whitfield, J. G., *Etchells, M. J., & Capraro, R. M. (Eds.). (2016). A companion to interdisciplinary STEM project-based learning: For teachers by teachers (2nd edition). Rotterdam, The Netherlands: Sense
17. *Kopparla, M., & Capraro, M. M. (2016). STEM in middle grades. In S. B. Mertens, M. M. Caskey, & N. Flowers (Eds.),[160][160]The encyclopedia of middle grades education (2nd edition, pp. ). Charlotte, NC:[160][160]Information Age Publishing.
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18. *Han, S., *Rosli, R., Capraro, M. M., & Capraro, R. M. (2016). The effect of science, technology, engineering and mathematics (STEM) project based learning (PBL) on students' achievement in four mathematics topics. Journal of Turkish Science Education, 13, 3-29. doi: 10.12973/tused.10168a (SJR = .202)
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19. *Oner, A. T., Capraro, R. M., & Capraro, M. M. (2016). The effect of T-STEM designation on charter schools: A longitudinal examination of students mathematics achievement. Sakarya University Journal of Education, 6(2), 80-96.
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20. 17. Capraro, R. M., Capraro, M. M., Morgan, J., Scheurich, J., *Jones, M., *Huggins, K., Corlu, S. M., *Han, S. Y., & *Younes, R. (2016) The impact of sustained professional development in STEM in a diverse urban district. Journal of Educational Research, 109(2), 181-196. DOI 10.1080/00220671.2014.936997. Manuscript ID 03-13-298.R2. (IF = .847).
21. Capraro, R. M., Capraro, M. M., Morgan, J., Scheurich, J., *Jones, M., *Huggins, K., Corlu, S. M., *Han, S. Y., & *Younes, R. (2016) The impact of sustained professional development in STEM in a diverse urban district. Journal of Educational Research, 109(2), 181-196. DOI 10.1080/00220671.2014.936997. Manuscript ID 03-13-298.R2. (IF = .847)
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22. Capraro, R. M., Capraro, M. M., Barroso, L. R., & Morgan, J. R. (2016). Through biodiversity and multiplicative principles Turkish students transform the culture of STEM education. International Journal of STEM, 4(1), 1-8.
23. *Cetin, S. C., Corlu M. S., Capraro M. M., & Capraro R. M. (2015). A longitudinal study of the relationship between mathematics and science: The case of Texas. International Journal of Contemporary Educational Research, 2(1), 13-21
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24. *Navruz, B., Capraro, R. M., *Bicer, A., & Capraro, M. M. (2015). A review of higher-order factor analysis interpretation strategies. Journal of Measurement and Evaluation in Education and Psychology, 6(1), 72-94
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25. Helfeldt, J.P., Capraro, M.M., Capraro, R. M. & Scott, C. (2015). Full-time teaching internships: A public school-university partnership designed to increase teacher retention in urban area schools. Journal of Education and Human Development, (4) 2, 1, DOI: 10:15640/jehd.v4n2_1a1.
26. Booth, E. A., Capraro, M. M., Capraro, R. M., Chaudhuri, N., Dyer, J., & Marchbanks, M. P. (2015). Innovative developmental education programs: A Texas model. Journal of Developmental Education, 36, 2-10, 18
27. Rosli, R., Capraro, M. M., Goldsby, D., Gonzalez y Gonzalez, E., Onwuegbuzie, A. J., & Capraro, R. M. (2015). Middle grade preservice teachers' mathematical problem solving and problem posing. In F. M. Singer, N. Ellerton, & J. Cai (Eds.). Mathematical problem posing: From research to effective practice (pp.333-354). New York, NY:
28. *Bicer, A., *Navruz, B., Capraro, R. M., Capraro, M. M., *Oner, T. A., & *Boedeker, P. (2015). STEM schools vs. non-STEM schools: Comparing students' mathematics growth rate on high-stakes test performance. International Journal of New Trends on Education and Their Implications, 6(1), 138-150
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29. *Bicer, A., *Boedeker, P., Capraro, R. M., & Capraro, M. M. (2015). The effects of STEM PBL on students' mathematical and scientific vocabulary knowledge. International Journal of Contemporary Educational Research, 2(2), 69-75
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30. *Rosli, R., Goldsby, D., & Capraro, M. M. (2015) Using manipulatives in solving and posing mathematical problems. Creative Education, 6, 1718-1725. doi: 10.4236/ce.2015.616173
31. Capraro, M. M., & *Kopparla, M. (2015). Writing math research papers: A guide for high school students and instructors. (4th Edition). Book Review in Teachers College Record, Date Published: October 21, 2015 ID Number: 18168,http://www.tcrecord.org/Content.asp?ContentId=18168
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32. Han, S. Y., Capraro, R. M., & Capraro, M. M. (2014). How science, technology, engineering, and mathematics (STEM) project based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 1-25
33. Han, S., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2014). In-service teachers implementation and understanding of project based learning in science, technology, engineering, and mathematics fields: A mixed analysis. EURASIA Journal of Mathematics, Science & Technology Education, 10(6), 219-227
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34. Bicer, A., Capraro, M. M., & Capraro, R. M. (2014). Integrating writing into mathematics classroom as one communication factor. The Online Journal of New Horizons in Education, 4(2), 58-67.
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35. Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age on innovation. Egitim ve Bilim-Education and Science, 39(171), 74-85.
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36. Capraro, M. M., Capraro, R. M., & Jones, M. (2014). Numeracy and algebra: Path to full participation in community society? Reading Psychology, 35(5), 422-436
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37. Bicer, A., Capraro, R. M., & Capraro, M. M. (2014). Pre-service teachers[48]19 linear and quadratic inequalities understandings. International Journal for Mathematics Teaching and Learning
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38. Capraro, M. M., & Nite, S. B. (2014). STEM integration in mathematics standards. Middle Grades Research Journal, 9(3), 1-10.
39. *Bicer, A., *Navruz, B., Capraro, M. M., & Capraro, R. M. (2014). STEM schools vs. non-STEM schools: Comparing students mathematics state based test performance. International Journal of Global Education, 3(3), 8-18
40. Rosli, R., Capraro, M. M., & Capraro, R. M. (2014). The effects of problem posing on student mathematical learning: A meta-analysis. International Education Studies, 7(13), 227-241.
41. Oner, A. T., Navruz, B., Bicer, A., Peterson, C. A., Capraro, R. M., & Capraro, M. M. (2014). T-STEM academies[48]19 academic performance examination by education service centers: A longitudinal study. Turkish Journal of Education, 3(4), 4-14.
42. *Navruz, B., *Erdogan, N., *Bicer, A., Capraro, R.M., & Capraro, M. M. (2014). Would a STEM school [48]18by any other name smell as sweet[48]19? International Journal of Contemporary Educational Research, 1(2), 67-75.
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43. Rosli, R., Goldsby, D., & Capraro, M. M. (2013). Assessing students' mathematical problem solving and problem posing. Asian Social Science, 16, 54-60
44. An, S., Capraro, M. M., & Tillman, D. A. (2013). Elementary teachers integrate music activities into regular mathematics lessons: Effects on students' mathematical abilities. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 9(1)
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45. Rosli, R., Han, S., Capraro, R. M. & Capraro, M. M. (2013). Exploring preservice teachers' computational and representational knowledge of content and teaching fractions. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 17(4), 221-241
46. Capraro, M. M., Capraro, R. M., & Lewis, C. W. (Eds.). (2013). Improving urban schools: Equity and access in k-16 STEM education for all students. Charlotte, NC: Information Age
47. Bicer, A., Capraro, R. M., & Capraro, M. M. (2013). Integrating writing into mathematics classrooms to increase students' problem solving skills. International Online Journal of Educational Sciences, 5(2), 361-369
48. Capraro, M. M., & Jones, M. (2013). Interdisciplinary stem project-based learning. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.) Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (2nd Edition, pp. 47-54). Rotterdam, The Netherlands: Sense
49. Sokolowski, A., & Capraro, M. M. (2013). Parametrization of motion. Mediterranean Journal for Research in Mathematics Education, 12(1-2), 121-133
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50. Capraro, R. M., Capraro, M. M., & Morgan, J. (Eds.) (2013). Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (2nd Edition). Rotterdam, The Netherlands: Sense
51. Bicer, A., Capraro, M. M., & Capraro, R. M. (2013). The effects of parent[48]19s SES and educationlevel on students' mathematics achievement: Examining the mediation effects of parental expectations and parental communication. The Online Journal of New Horizons in Education, 3(4), 89-97
52. Bicer, A., Capraro, R. M., & Capraro, M. M. (2013). The journey of a middle school student: Explorations of mathematics private tutoring in school life. Sakarya University Journal of Education, 3(3), 123-136
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53. Muzhave, M., Capraro, M. M., & Capraro, R. M. (2013) The private sector, building STEM partnerships, and moving models forward. In M. M. Capraro, R. M. Capraro, & C. W. Lewis (Eds.). Improving urban schools: Equity and access in k-16 STEM education for all students (pp. 25-38). Charlotte, NC: Information Age
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54. Capraro, M. M., An, S. A., Ma, T., Rangel-Chavez, A. F., & Harbaugh, A. (2012). An investigation of preservice teachers' reflections on using guess and check in problem solving. Journal of Mathematical Behavior. 31, 105-116
55. Capraro, M. M. (2012). A tale of two cities: Do textbooks account for differences in Latino second grade students understanding of the equal sign. The National Journal of Urban Education and Practice, 5(3), 317-333
56. Stearns, L. M., Morgan, J., Capraro, M. M., & Capraro, R. M. (2012). A teacher observation instrument for PBL classroom instruction. Journal of STEM Education: Innovations and Research, 13(3), 25-34
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57. Capraro, R. M., Capraro, M. M., Younes, R., Han, S. Y., & Garner, K. (2012). Changes in equality problem types across four decades in four second and sixth grade textbook series. Journal of Mathematics Education. 5, 166-186
58. Matteson, S., Capraro, M.M., Capraro, R.M., & Lincoln, Y.S. (July, 2012). Extricating justification scheme theory in middle school mathematical problem solving. Investigations in Mathematics Learning, 5:1, 38-62
59. Matteson, S., Capraro, M. M., Capraro, R. M., & Lincoln, Y. S. (2012). Extricating justification scheme theory in middle school problem solving. Investigations in Mathematics Learning.5(1), 38-62
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60. Capraro, M. M., Capraro, R. M., & Cifarelli, V. (2012). Open-ended problem solving tasks for pre-service middle-grades teachers that elicit mathematical reasoning. International Journal of University Teaching and Faculty Development, 2(2), 99 - 120
61. Ding, M., Li, X., & Capraro, M. M. (2012). Preservice elementary teachers' knowledge and teaching of the associative property: Do the books they use help? Journal of Mathematics Behavior, 32, 36-52
62. Ding, M., Li. X., Capraro, M.M., & Capraro, R. (2012). Supporting meaningful initial learning of the associative property: Cross-cultural differences in textbook presentations. International Journal for Studies in Mathematics Education, 5(1), 114-130
63. Sahin, A., Erdogan, N., Morgan, J., Capraro, M., M., & Capraro, R. M. (2012). The effects of high school course taking and SAT scores on college major selection. Sakarya University Journal of Education, 2(3), 96-109
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64. 18. *Ding, M., Li, X., Capraro, M. M., & Kulm, G. (2011). A case study of teacher responses to doubling error and difficulty in learning equivalent fractions. Investigations in Mathematics Learning, 4(2), 42-73
65. *Capraro, R. M., Yetkiner, Z. E., Ozel, S., Corlu, M. S., Capraro, M. M., Ye, S., & Kim, H. G. (2011). An international perspective between problem types in textbooks and students' understanding of relational equality. Mediterranean Journal for Research in Mathematics Education: An International Journal, 10, 187-213
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66. 16. *An, S, Capraro, M. M., & Hao, H. (2011). Ideological representations in mathematics textbooks in China during the cultural revolution decade: A relational analysis of selected textbooks from 1966–1976. Journal of Curriculum Theorizing- International Division, 27, 239-256
67. Capraro, M. M., & Shih, J. (2011). Middle school mathematics: Current issues in teacher preparation and student learning. Middle Grades Research Journal, 5(4), ix-x
68. An, S.A., Ma, T., & Capraro, M. M. (2011). Preservice teachers' beliefs and attitude about teaching and learning mathematics through music: An intervention study. School Science and Mathematics. 111, 235-247
69. Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2011). Semantics and syntax: A theoretical model for how students may build mathematical mis-understandings. Journal of Mathematics Education, 3(2), 58-66
70. Capraro, R. M., Capraro, M. M., & Rupley, W. (2011). Reading enhanced word problem solving (REPS): A theoretical model. European Journal of Psychology of Education.
71. **Piccolo, D., Capraro, R. M., & Capraro, M. M. (2011). Student teachers' general and content-specific pedagogical development within a mathematics milieu. Middle Grades Research Journal, 5(4), 169-183.
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72. Rupley, W., Capraro, R. M., & Capraro, M. M. (2011). Theorizing an integration of reading and mathematics: Solving mathematical word problems in the elementary grades. LEARNing Landscapes, Special issue: Mind, Brain and Education, 5, 227-250
73. *Han, S. Y., Rosli, R., Capraro R. M. & Capraro, M. M. (2011). The textbook analysis on probability: The case of Korea, Malaysia, and U. S. textbooks. Journal of the Korea Society of Mathematics Education Series D: Research in Mathematical Education, 15(2), 127-140
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74. Capraro, R. M., Capraro, M. M., Morgan, J., & Scheurich, J. (Eds.). (2010). A companion to interdisciplinary STEM project-based learning: For teachers by teachers. Rotterdam: Sense Publishers
75. Capraro, R. M., Capraro, M. M., Yetkiner, Z. E., zel, S., Kim, H. G., & Kk, A. R. (2010). An international comparison of the equal sign: An update. Psychological Reports, 106(1), 49-53.
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76. Capraro, M. M., Capraro, R. M., & Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates' perceived level of competence? Teacher Education Quarterly, 37(1), 131-154.
77. Capraro, M. M., Capraro, R. M., Yetkiner, Z. E., Rangel-Chavez, A. F., & Lewis, C. W. (2010). Examining Hispanic-students mathematics performance on high-stakes tests: An examination of one urban school district in Colorado. Urban Review, 42(3), 193-209.
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78. Piccolo, D., Capraro, M. M., & Capraro, R. M. (2010). Mentoring urban interns: Amalgamation of experiences in the formation of mathematics teachers. The Teacher Educator, 45(1), 37-53.
79. Capraro, R. M., & Capraro, M. M. (2010). Quantitative reporting practices in middle-grades research journals: Lessons to learn. In D. Hough (Ed.), Research supporting middle grades practice (pp. 79-89). Charlotte, NC: Information Age. (Best Paper- Reproduced as a chapter in edited volume).
80. Capraro, M. M., Capraro, R. M., Carter, T., & Harbaugh, A. (2010) Questioning, curiosity, and representing: What makes a difference mathematically in middle-school classrooms? Research in Middle level Education Online, 34(4), 1-19
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81. Cetiner, N., & Capraro, M. M. (2010). Selling handmade items in a Turkish school kermes (Chapter 24). In R. M. Capraro, M. M. Capraro, J. Morgan, & J. Scheurich (Eds.), A companion to interdisciplinary STEM project-based learning: For teachers by teachers, pp. 213-222. Rotterdam, The Netherlands: Sense
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82. Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2010). Semantics and syntax: A theoretical model for how students may build mathematical misunderstandings. Journal of Mathematics Education, 3(2), 58-66.
83. Kilgore, K., & Capraro M. M. (2010). Teaching factorization with Smartboard technology. Journal of Mathematics Education, 3(2), 115-125
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84. Capraro, R. M., Capraro, M. M., Rupley, W. H., & Slough, S. W. (2010). The confluence of reading and mathematics strategies to enhance mathematical cognition. Policy Brief.
85. Paul, W., & Capraro, M. M. (2010). The depression now and then (Chapter 13). In R. M. Capraro, M. M. Capraro, J. Morgan, & J. Scheurich (Eds.), A companion to interdisciplinary STEM project-based learning: For teachers by teachers, pp. 119-126. Rotterdam, The Netherlands: Sense
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86. Rowntree, R., & Capraro, M. M. (2010). Understanding and aiding students' perceptions of algebraic inequalities. Texas Mathematics Teacher. Fall, 10-17.
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87. Boyd, D., & Capraro, M. M. (2010). Where do earthquakes occur? (Chapter 1). In R. M. Capraro, M. M. Capraro, J. Morgan, & J. Scheurich (Eds.), A companion to interdisciplinary STEM project-based learning: For teachers by teachers, pp. 3-10. Rotterdam, The Netherlands: Sense.
88. Helfeldt, J., Capraro, R. M., Capraro, M. M., Foster, E. S., & Carter, N. (2009) An urban schools-university partnership that prepares and retains quality teachers for "high need" schools, The Teacher Educator, 44 1-20.
89. Capraro, M. M., Capraro, R. M., Harbaugh, A., Cifarelli, V., Pugalee, D., & Lamm, M. (2009). Developing proportional reasoning across ideas of equality. In J. Novotna & H. Moraova (Eds.), Proceedings of the International Symposium Elementary Mathematics Teaching (pp.267-269). Prague, Czech Republic: Charles University.
90. Ye, S., Kulm, G., & Capraro, M. M. (2009). Middle grade teachers' use of textbooks and their classroom instruction. Journal of Mathematics Education, 2(2), 20-37
91. Yetkiner, E., & Capraro, M. M. (2009). Middle school mathematics teachers' knowledge for teaching fractions. Retrieved January 27,2009, from http://www.nmsa.org/Research/ResearchSummaries/TeachingFractions/tabid/1866/Default.aspx
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92. Capraro, M. M., & Belliston, A. (2009). Middle school preservice teachers' notions of representativeness: A replication study. Tennessee Association of Middle School Journal. 41, 1-10.
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93. Capraro, R. M., & Capraro, M. M. (2009). Quantitative reporting practices in middle-grades research journals: Lessons to learn. Middle Grades Research Journal, 4(2), 1-10.
94. Capraro, M. M. (2008). Interdisciplinary STEM project-based learning (p. 91-102). In R. M. Capraro & S. W. Slough (Eds.), Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Rotterdam, The Netherlands: Sense.
95. **Capraro, M. M., English, S., Fisseler, S., Matteson, S., Grimi, E., Kotara, D., & Rangel, A. (2008). Looking into middle school mathematics classrooms: Lessons learned from research (pp. 287-309). In G. Kulm (Ed.), Teacher knowledge and practice in middle grades mathematics. Rotterdam, The Netherlands: Sense
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96. Piccolo, D., Carter, T., Harbaugh, A., Capraro, M. M., & Capraro, R. M. (2008). Quality of instruction: Examining discourse in middle school mathematics instruction. Journal of Advanced Academics, 19, 376-410.
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97. Zientek, L. R., Capraro, M. M., & Capraro, R. M. (2008). Reporting practices in quantitative teacher education research: One look at the evidence cited in the AERA panel report. Educational Researcher, 34, 208-216.
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98. Li, X., Ding, M., Capraro, M. M., & Capraro, R. M. (2008). Sources of differences in children's understandings of mathematical equality: Comparative analysis of teacher guides and student texts in China and in the United States. Cognition and Instruction, 26, 195-217.
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99. Capraro, R. M., & Capraro, M. M. (2007). Pedagogy and curriculum: Antithetical constructs or a nexus in mathematics education? Journal of Curriculum and Pedagogy, 4(1), 34-39.
100. Capraro, M. M., Ding, S., Matteson, S., Li, X., & Capraro, R. M. (2007). Representational implications for understanding equivalence. School Science and Mathematics Journal, 107, 86-88.
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101. Slate, J. R., Capraro, M. M., & Onwuegbuzie, A. J. (2007). Student's stories of their best and poorest K-5 teachers: A mixed data analysis. Journal of Educational Research & Policy Studies, 7(2),1-26.
102. Kulm, G., Capraro, R. M., & Capraro, M. M. (2007). Teaching and learning middle grades mathematics with understanding. Middle Grades Research Journal, 2(1), 23-48.
103. Capraro, R. M., Capraro, M. M., Ding, M., & Li, X. (2007). Thirty years of research: Current interpretations of the equal sign. Psychological Reports, 101, 784-86.
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104. Capraro, M. M., Capraro, R. M., & Cifarelli, V. V. (2007). What are students thinking as they solve open-ended mathematics problems? In D. K. Pugalee, A. Rogerson, & A. Schnick (Eds.), Proceedings of the ninth international conference of Mathematics Education in a Global Community. (pp. 124-128). Charlotte, NC: The University of North Carolina.
105. Capraro, M. M. & Joffrian, H. (2006). Algebraic Equations: Can Middle-School Students Meaningfully Translate from Words to Mathematical Symbols? Reading Psychology 27, 147 164.
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106. Capraro, R.M., & Capraro, M.M. (2006). Are you really going to read us a story? Learning Geometry through children's mathematics literature. Reading Psychology, 27, 21-36.
107. Capraro, M. M. (2006). Confidence Intervals. In N. J. Salkind (Ed.), The Encyclopedia of Measurement Statistics. Thousand Oaks, CA: Sage.
108. Capraro, M. M. (2006) Teaching portfolios: Technology skills + portfolio development: Do they = powerful preservice teachers? Teacher Education and Practice, 19, 380-390.
109. Capraro, M. M. (2006). Variable deletion. In N. J. Salkind (Ed.), The Encyclopedia of Measurement Statistics. Thousand Oaks, CA: Sage.
110. Capraro, M.M. (2005). A more parsimonious mathematics beliefs scales. Academic Exchange Quarterly, 9, 83-89
111. Capraro, M. M. (2005). An Introduction to confidence intervals for both statistical estimates and effect sizes. Research in the Schools, 12(2), 22 33.
112. Capraro, M.M., Kulm, G., & Capraro, R.M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics Journal, 105, 165-174.
113. Capraro, R., Capraro, MM, Parker, D., Kulm, G., & Raulerson, T. (2005). The Mathematic Content Knowledge Role in Developing Preservice Teachers' Pedagogical Content Knowledge, Journal for Research in Childhood Education, 20, 108-124.
114. Henson, R., Capraro, R.M., & Capraro, M.M. (2004). Reporting practice and use of exploratory factor analysis in educational research journals. Research in the Schools, 11(2), 61-72.
115. Capraro, M.M. & Capraro, R.M. (2003). Exploring the impact of the new APA 5th Edition Publication Manual on the preferences of journal board members. Educational and Psychological Measurement, 63, 554-565.
116. Capraro, M.M. (2003). Measure for measure. Illinois Mathematics Journal, 54(1), 3-5.
117. Capraro, M.M. (2003). Measurement activity and measuring activity with nonstandard units. Wisconsin Teacher of Mathematics, 54(1), 7-10.
118. Capraro, M.M. (2003). Tired of using worksheets? Texas Mathematics Teacher, 45 (1), 9-11.
119. Capraro, M. M. (2002). Defining Constructivism: Its Influence on the Problem
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120. Capraro, R.M., & Capraro, M.M. (2002). Myers-Briggs Type Indicator score reliability across studies: A meta-analytic approach. Educational Psychological Measurement, 62, 590-602.
121. Capraro, R. M., & Capraro, M. M. (2002). Treatments of effect sizes and statistical significance tests in textbooks. Educational and Psychological Measurement, 62, 771-782.
122. Capraro, M.M. (2001). Bigger is not better: Seeking parsimony in canonical correlation analysis via variable deletion strategies. (In Press October Issue of Multiple Linear Regression Viewpoints).
123. Capraro, R. M., & Capraro, M. M. (2001). Commonality analysis: Understanding variance contributions to overall canonical correlation effects of attitude toward mathematics on geometry achievement. Multiple Linear Regression Viewpoints, 27(2), 16-23.
124. Capraro, M.M., Capraro, R.M., & Hensen, R. (2001). Measurement error of scores on the mathematics anxiety rating scale across studies. Educational and Psychological Measurement 61(3), 373-386.
125. Capraro, R.M. & Capraro, M.M. (1998). Teacher Talk. In Middle School Math Courses 1 & #, Scott Foresman-Addison Wesley: Chicago, IL.
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