Directory » MARY MARGARET CAPRARO

MARY MARGARET CAPRARO

Professor

Research Interests

Beliefs and Practices of Teachers

Mathematical Problem Solving

Mathematics Achievement and Teacher Preparation

STEM

BIOGRAPHY

Dr. Mary Margaret Capraro is a Professor of Mathematics Education in the Department of Teaching, Learning and Culture. She has been at TAMU for 17 years. She received her Ph.D. from the University of Southern Mississippi. She joined Texas A & M University in 2000 as a clinical professor in Mathematics Education. She earned a position as an Assistant Professor in 2007 and was promoted to Full Professor in 2016. Her research interests include teacher knowledge and preparation in mathematics education and student understanding of mathematical concepts. She was previously employed with the Miami Dade County Schools as both a teacher and an assistant principal. She has over 90 peer-reviewed articles and 125 national and international presentations. Dr. Capraro was the Montague scholar from the College of Education and Human Development in 2008. She is currently Co-PI of the Aggie STEM Center, Teacher Quality, and the STEM Collaborative grants working extensively with public schools and school districts in Texas planning mathematics PDs and designing interdisciplinary project-based learning activities. She is associate editor of the Journal of Mathematics Education. During the summers of 2015 and 2016 she received a grant for two years from the Texas Workforce Commission to conduct a residential Governors Aggie Academy camp for senior science fair winners across the state of Texas. These campers were engaged in bio-chemistry, food chemistry, veterinary science, and engineering. Dr. Capraro believes students should be actively engaged in constructing their own knowledge. Her classes contain tasks for engaging students to participate in mathematical activities where they can explore numerous ideas and concepts. She treats each student with respect and convey my expectation for them to devote their best to learning in my courses. Dr. Capraro has taught undergraduate, masters, doctoral, and EdD. classes through face-to-face, hybrid, online, and study abroad formats, which attests to the versatility of her teaching.

Education

Ph.D., Mathematics Education, University of Southern Mississippi, Hattiesburg, MS (2000)

M.S., Administration and Supervision, University of Miami (1975)

B.A., English/Elementary Education, Barry University, Miami, FL (1971)

COURSES TAUGHT

ECFB420. Science Methods In Early Childhood Education

2006A,2005C,2004C

ECFB440. Math Methods In Early Childhood Education

2007C,2007A,2006C,2006A,2005C

EDCI609. ANALY REPORT REC OF STDY

2016C,2015C

EDCI619. T&L NMBR & QUANTY CONCPT

2019A,2016A

EDCI620. STEM TEACH & LEARN

2020B,2019B,2018B,2017B,2017A

EDCI623. T&L PTTN & CHANGE CONCPT

2018A,2015A

EDCI623. T And L Pttn And Change Concpt

2007C

EDCI624. Asng Cog Struc L And T Math

2008A

EDCI628. ANLZG&RPTG FLD-BSD RESCH

2013C

EDCI673. Anlys Of Teaching Behavr

2009B,2008B,2007B

EDCI680. PROSEMINAR

2020C,2020B,2019C,2019B,2019A

EDCI684. PROF INTERNSHIP

2020A,2018C,2017B

EDCI685. DIRECTED STUDIES

2020C,2018C,2018B,2017B,2016C

EDCI685. Directed Studies

2009B,2009A,2008B,2008A,2004C

EDCI689. SPECIAL TOPICS IN

2012A

EDCI690. THEORY OF C&I RESEARCH

2020C,2020A,2019C,2018C,2017C

EDCI692. PROFESSIONAL STUDY

2020C,2020A,2019C,2019A,2018C

MASC351. Problem Solving In Math

2008C,2007C,2007A,2006C,2006B

MASC450. INTEGRATED MATHEMATICS

2012C

MEFB351. Intro Midg Adl Development Phil

2006B

TEED649.

2005B,2004B

TEED684. Internship

2004C

TEED684.

2005A

FORMER DOCTORAL STUDENTS

Amy Gale Boatman, Ed.D. (Fall 2021)

Travis Jonathan Brown, Ed.D. (Fall 2021)

Bobby David Leshikar, Ed.D. (Fall 2021)

HyunKyung Kwon, Ph.D. (Summer 2021)

Aamir Fidai, Ph.D. (Summer 2021)

Javelo Armad Jones, Ed.D. (Fall 2020)

Catherine Louise Hill (Summer 2020)

Jonathan Michael David (Summer 2019)

Mahati Kopparla (Summer 2019)

Yujin Lee (Summer 2019)

Heidi May Baine (Spring 2019)

Joshua Wayner Tabor (Fall 2018)

Bart Taylor (Fall 2018)

Michelle Andrea Hurst (Fall 2018)

Sandra Leticia Higareda (Summer 2018)

Rosalinda C. Garcia (Summer 2018)

Kristina Karnowski Hill (Spring 2018)

Kitty Carrow Rutherford (Fall 2017)

Jennifer G. Whitfield (Fall 2017)

Joni Lynn Bailey (Fall 2017)

Daisy Renee Daily (Fall 2016)

Ali Bicer (Summer 2016)

Steven Kyle McKissick (Spring 2016)

Bianca Maria Coker (Fall 2015)

Dwight Henry Mchazlett, Jr. (Fall 2015)

Antonio Carranza (Fall 2015)

Ayse Oner (Summer 2015)

Amber Godwin (Summer 2015)

Kristen DiMatteo (Spring 2014)

Jonathan Maxwell (Spring 2014)

Anna Alpert (Summer 2013)

Roslinda Rosli (Spring 2013)

Murray Cox (Summer 2011)

Adam Harbaugh (Summer 2005)

SELECTED PUBLICATIONS

Books and Monographs

*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

*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.

*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.

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

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

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

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

Journal Articles

Alkeman, E., Capraro, M. M ., Creasy, T., Fleming, K., Hong, L.,Weiling, H., & *Williams, A., (2019). Recycling plastics: Middle school students create solutions during a summer camp. Journal of European STEM Education, 4(1). doi: 10 .20897/ejsteme/6341

*Franks, A., & Capraro, M. M. (2019). Motivated for STEM: Developing an understanding of highly motivated students[48]19 self-image in STEM education. Science Educator Journal. 27(1), 1- 10.

Lyakhova, S., Joubert, M., Capraro, R. M., & Capraro, M. M. (2019). Designing a curriculum based on four purposes: Let mathematics speak for itself. Journal of Curriculum Studies, 51(4), 513-29. Manuscript ID TCUS-2018-0109. DOI:10.1080/00220272.2019.1594389. (SJR = .834 for 2017); https://doi.org/10.1080/00220272.2019.1594389

Siregar, N. C., Rosli, R. Maat, S. M., & Capraro, M. M. (2019). The effect of science, technology, engineering and mathematics (stem) program on students' achievement in mathematics: A meta-analysis. International Electronic Journal of Mathematics Education,15 (1), 1-12 https://doi.org/10.29333/iejme/5885

*Kopparla, M., Bicer, A., *Vela, K., *Lee, Y., *Bevan, D., *Kwon, H., * *Caldwell, C., Capraro, M. M., & Capraro, R. M. (2018). The effects of problem-posing intervention strategies on elementary students' problem solving. Educational Studies. 1-18. DOI: 10.1080/03055698.2018.1509785. Available online first September 2018. (IF = .581; SRJ =.390)

*Kopparla, M., & Capraro, M. M. (2018). Portrait of a second grade problem poser. European Journal of STEM Education, 3(1), 03. 10.1080/03055698.2018.1509785. https://doi.org/10.1080/03055698.2018.1509785[160][160]

*Kwon, H., & Capraro, M. M.(2018).The effects of using manipulatives on students[48]19 learning in problem posing: The instructors[48]19 perspectives.[160][160]Journal of Mathematics Education, 11(2), 35-47

*Kwon, H., & Capraro, M. M(2018).The effects of using manipulatives on students' learning in problem posing: The instructors' perspectivesJournal of Mathematics Education, 11(2), 35-47.

*Lee, Y., Capraro, M. M., Capraro, R. M., & Bicer, A. (2018). A meta-analysis: Improvement of algebraic reasoning through metacognitive training. International Education Studies, 11(10), 42-49. DOI:10.5539/ies.v11n10p42

*Lee, Y., Capraro, M. M., & Viruru, R. (2018). The factors motivating students[48]19 STEM career aspirations: Personal and societal contexts.[160][160] International Journal of Innovation in Science and Mathematics Education, 26(5), 36-48

Lee, Y., Capraro, M. M., & Viruru, R. (2018). The factors motivating students[48]19 STEM career aspirations: Personal and societal contexts. International Journal of Innovation in Science and Mathematics Education, 26(5), 36-48.

*Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics teachers[48]19 subject matter knowledge and pedagogical content knowledge in problem posing.[160][160]International Electronic Journal of Mathematics Education, 13(2), 75-90.

Maldonado, S. I., Mosqueda, E., Capraro, R. M., & Capraro, M. M. (2018). Language minority students[48]19 mathematics achievement in urban schools: Coursework, ethnicity, and English-language proficiency. Perspectives on Urban Education, 15(1), urbanedjournal.gse.upenn.edu/archive/volume-15-issue-1-summer-2018

Rosli, R., Capraro, M. M., & Mistima, M. S. (2018). Preservice teachers[48]19 knowledge of division with a remainder. Advanced Science Letters, 24(11), 8526-8529

Young, J., Capraro, M. M., Capraro, R. M., & Cason, M. (2018). Every student can[48]19t succeed if every voice is not heard: Equity perspectives from STEM educators. Teachers College Record, 120(13), http://www.tcrecord.org/library ID Number 22350(SJR, .953)

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

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

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

*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

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.

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.

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).

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.

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)

*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

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

*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)

*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)

*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

*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.

*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

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

*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

*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

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

*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

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.

*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

*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

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.

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

*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

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

Capraro, M. M., & Nite, S. B. (2014). STEM integration in mathematics standards. Middle Grades Research Journal, 9(3), 1-10.

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

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

*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.

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.

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.

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)

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

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

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

Rosli, R., Goldsby, D., & Capraro, M. M. (2013). Assessing students' mathematical problem solving and problem posing. Asian Social Science, 16, 54-60

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

Sokolowski, A., & Capraro, M. M. (2013). Parametrization of motion. Mediterranean Journal for Research in Mathematics Education, 12(1-2), 121-133

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

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

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

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

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

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

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

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

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

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

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[8211]1976. Journal of Curriculum Theorizing- International Division, 27, 239-256

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

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

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

Capraro, R. M., Capraro, M. M., & Rupley, W. (2011). Reading enhanced word problem solving (REPS): A theoretical model. European Journal of Psychology of Education.

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

*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

*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

**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.

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

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.

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.

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.

Kilgore, K., & Capraro M. M. (2010). Teaching factorization with Smartboard technology. Journal of Mathematics Education, 3(2), 115-125

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.

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.

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.

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.

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

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

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.

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.

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.

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.

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.

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.

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.

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.

Capraro, M. M. (2006) Teaching portfolios: Technology skills + portfolio development: Do they = powerful preservice teachers? Teacher Education and Practice, 19, 380-390.

Capraro, M. M. & Joffrian, H. (2006). Algebraic Equations: Can Middle-School Students Meaningfully Translate from Words to Mathematical Symbols? Reading Psychology 27, 147 [150] 164.

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.

Capraro, M.M. (2005). A more parsimonious mathematics beliefs scales. Academic Exchange Quarterly, 9, 83-89

Capraro, M. M. (2005). An Introduction to confidence intervals for both statistical estimates and effect sizes. Research in the Schools, 12(2), 22 [150] 33.

Capraro, M.M., Kulm, G., & Capraro, R.M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics Journal, 105, 165-174.

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.

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.

Capraro, M.M. (2003). Measure for measure. Illinois Mathematics Journal, 54(1), 3-5.

Capraro, M.M. (2003). Measurement activity and measuring activity with nonstandard units. Wisconsin Teacher of Mathematics, 54(1), 7-10.

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.

Capraro, M. M. (2002). Defining Constructivism: Its Influence on the Problem Solving Skills of Students. Educational Technology Research and Development, 50(4), 97.

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.

Capraro, R. M., & Capraro, M. M. (2002). Treatments of effect sizes and statistical significance tests in textbooks. Educational and Psychological Measurement, 62, 771-782.

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).

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.

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.

Book Chapters

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.

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:

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

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

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

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.

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).

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

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

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.

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.

**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

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.

Capraro, M. M. (2006). Confidence Intervals. In N. J. Salkind (Ed.), The Encyclopedia of Measurement Statistics. Thousand Oaks, CA: Sage.

Capraro, M. M. (2006). Variable deletion. In N. J. Salkind (Ed.), The Encyclopedia of Measurement Statistics. Thousand Oaks, CA: Sage.

Capraro, R.M. & Capraro, M.M. (1998). Teacher Talk. In Middle School Math Courses 1 & #, Scott Foresman-Addison Wesley: Chicago, IL.

Other Publications and Presentations

*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

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.

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.

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.

Rowntree, R., & Capraro, M. M. (2010). Understanding and aiding students' perceptions of algebraic inequalities. Texas Mathematics Teacher. Fall, 10-17.

Capraro, M.M. (2003). Tired of using worksheets? Texas Mathematics Teacher, 45 (1), 9-11.

RESEARCH PROJECTS

Pre-Employment Transition Services - Explore STEM! Camps

PI. Texas A&M Agrilife Extension Service - Texas Workforce Commission (State)

2019-03-28 — 2020-02-29

2019-03-28 — 2020-02-29

Building Instructional Capacity, Leadership, and Student Performance for Academic Content Areas in Economically Challenged Rural Schools: ACERS

Co-PI (). US Department of Education - Institute of Education Sciences (Federal)

2019-01-01 — 2023-01-09

2019-01-01 — 2023-01-09

Catapult #5

Portable Recycling Lab: Learning STEM Concepts with Sustainable Plastics

Pre-Employment Transition Services - Explore STEM CAMP

PI. Texas A&M Agrilife Extension Service - Texas Workforce Commission (State)

2018-06-16 — 2019-02-28

2018-06-16 — 2019-02-28

REU SITE: Aggie Undergraduate STEM Education Research (AUSER)

Camp Code for Girls

Catapult Round 4 - Up, Up, and Away: Expanding and Enriching CEHD Global Education Experiences ($30,000)

Governor's Summer Merit Program: Aggie STEM and ENGAGE Summer Camps

Camp Code for Girls

Governor[8217]s Science and Technology Champions[8217] Academy

Literacy-Infused Science Using Technology Innovation Opportunity (LISTO), a 5-Year Longitudinal Validation Project

STEM After School for Under Represented Teens (STEM ASURT)

Catapult Round 2 - Follow-up Snook ISD as a CEHD Lab School Project Mission (Funded amount $30,345)

Catapult Round 1 - Exploration of Snook ISD as a CEHD Lab School Project (Funded amount $11,911)

Supporting Mathematics in STEM Education (SMSE)

STEM After School for Under Represented Teens (STEM ASURT)

VMC - Professional Development

The Aggie Academy for STEM Champions (A2SC)

Aggie STEM: A Texas Science, Technology, Engineering, and Math (T-STEM) Centers

STEM Camps

Play with numbers form daily life: Number sense gaining progression of diverse young learners (3-5 year old) and facilitating strategies

Investigations in Secondary Mathematics and Science

Aggie STEM: A Texas Science, Technology, Engineering, and Math (T-STEM) Centers, Cycle 2

Evaluation of the Accelerate Texas, the Adult Basic Education Innovation Grant Program

Reta Haynes' Faculty Fellowship

VMC - Professional Development

TAMU STEM Collaborative for Teacher Professional Learning

Snook ISD Contract

STEM Training at Akins HS

ZOOiPPORTUNITIES (Zoo-OPS) -- a ZOO iPad Project: Overarching Representational Technologies Utilizing Nature in Teaching Informal Education in STEM

Transforming Teaching and Learning Mathematics Using New Resources, Models and Tools for Teacher Education

Comprehensive Review of P-16 College Readiness and Success Initiatives

The Aggie STEM Center: A Texas Science, Technology, Engineering, and Math (T-STEM) Center, Cycle 2

Aggie STEM Center Camp

Evaluation of the Developmental Education Demonstration Projects

Fostering TAMU Pre-Service Teachers' Awareness of STEM College Readiness Standards

Waco ISD Professional Development

The Aggie STEM Center: A Texas Science, Technology, Engineering, and Math (T-STEM) Center

North Texas STEM Center

Strategies: A Peblicable Model for Delivering STEM Preparation for Diverse, Low-income High School Students

Professional Development - Hearne ISD

Professional Development - Waco High School

Professional Development - Waco ISD

North Texas Interstate STEM/Service Learning Initiative (NTISSLI)

Building Relationships Between and Among Mathematics Stakeholders in and Across the State of Texas

We are Dying to Get in Here

Professional Development Services

Professional Development Services - Carver Middle School

Preparing Elementary Mathematics Specialists (PEMS) Through an Online Graduate Program ($5,000)

Induction Programs and Principal Quality: How to Create the Best Support for Beginner 6-12 Grade Math/Science Teachers

Induction Programs and Principal Quality: How to Create the Best Support for Beginner Secondary Math/Science Teachers

Computerized Mathematics Models: Understanding the Impact of Representational Models on Cognition

Pathways to Higher Education for At-Risk Student Scholars

North Texas STEM Center

Developing Representational Models and Success in Middle Grades Mathematics

Restructuring Mathematics Learning Environments to Improve Mathematical Understanding

Assuring Excellence in Middle School Mathematics Instruction

Making Mathematics Meaningful to Middle School Students Through Representational Bridging

AWARDS

American Education Research Association. Outstanding Reviewer. (2006)

Innovation in Distance Learning by Aggie STEM. Awarded by Texas Distanced Education Association. (2016)

Lifetime service award. Southwest Educational Research Association. (2014)

Montague Teaching Award. College of Education and Human Development. (2008)

Regents Fellow

System's Regent's Initiative for Excellence in Edu

EDITORSHIPS

Associate Editor. Journal of Mathematics Education (2012)

Associate Editor. Middle Grades Research Journal (2011 - 2015)

Associate Editor. School Science and Mathematics (2006 - 2013)

LEADERSHIP POSITIONS

Annual Meeting Propoal Reviewer. AERA. (2002)

Annual Meeting Proposal Reviewer. Research in Mathematics SIG. (2002)

Chair. AFS Award College Committee. (2015)

Chair, Tenure and Promotion Committee (2018)

Conference Committee/Co-Chair. SSMA. (2004)

Membership Committee. SSMA. (2004)

President-Elect. Southwest Educational Research Association. (2007)

SERA Board Member