Directory » ROBERT CAPRARO

Department

Education

Ph.D., Mathematics & Statistics, The University of Mississippi (2000)

Ed.S., Math & Science, The University of Miami (1993)

M.S., Reading & Computer Ed., The University of Miami (1991)

B.S., Education, Saint Thomas University (1987)

ROBERT CAPRARO

Professor & Co-Director Aggie STEM

Research Interests

Formal and Informal Mathematics Teaching and Learning (PBL)

Mathematical Representations/Middle Grades Mathematics Teaching and Learning

Quantitative Research Methods and Analysis of Mathematics Standards and Curriculum Materials

Science, Technoogy, Engineering, and Mathematics (STEM) Teaching and Learning

BIOGRAPHY

Robert M. Capraro, is Co-Director of the Aggie STEM Center and Professor Mathematics Education in the Department of Teaching Learning and Culture at Texas A&M University. Dr. Capraro's expertise is applied research in school settings, program evaluation, the teacher as change agent for STEM school improvement, and STEM student achievement. He recently received the best paper award from the International Conference on Engineering Education where he and two colleagues presented their work related to the Aggie STEM project. He is currently involved in research in four school districts and more than 20,000 students and 80 teachers. His editorial work includes Associate Editor of the American Educational Research Journal, School Science and Mathematics, and Middle Grades Research Journal and the Research Advisory Committee for the Association of Middle Level Education. He was selected as a minority scholar for 2007 by the Educational Testing Service and served as president of the Southwest Educational Research Association. He is the author or co-author of three books, several book chapters and more than 100 journal articles on mathematics education, quantitative research methods, and teacher education published in such venues as Journal of Mathematics Education, International Journal for Studies in Mathematics Education, Journal of STEM Education: Innovations and Research, International Journal of University Teaching and Faculty Development, LEARNing Landscapes, Special Issue: Mind, Brain and Education, Journal of Mathematical Behavior, European Journal of Psychology of Education, The Journal of Mathematical Sciences and Mathematics Education, Urban Review, Journal of Urban Mathematics Education, Educational Researcher, Cognition and Instruction, Educational and Psychological Measurement. He recently was awarded a $400,000 dollar grant - - continued support by the Texas Higher Education Coordinating Board to continue his work with developmental education bringing his total to more than $31 million in extra mural funding.

COURSES TAUGHT

EDCI285. DIRECTED STUDIES

2016B

EDCI485.

2004B

EDCI485. DIRECTED STUDIES

2017C

EDCI491. RESEARCH

2019A

EDCI617.

2005A

EDCI621. T&L SPC DIMSN & MEAS CPT

2018A,2014C

EDCI622. THEOR LEARN TEACH MATH

2017C,2012C

EDCI623. T And L Pttn And Change Concpt

2008C

EDCI624. Asng Cog Struc L And T Math

2006B

EDCI624.

2004B

EDCI625.

2004B

EDCI625. T And L Math With Dvse Lnrs

2009B,2008B,2006B

EDCI627. T&L DATA ANYLS & UNT CNP

2020A,2016C,2015C,2013A

EDCI627. T And L Data Analysis And Unt Cnp

2008A,2007A,2006A

EDCI628. ANLZG&RPTG FLD-BSD RESCH

2020C,2019A,2016A,2012C

EDCI628. Anlzg And Rptg Fld-bsd Resch

2008C,2007C,2006C,2005C

EDCI685. DIRECTED STUDIES

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

EDCI685.

2005B,2005A,2004B

EDCI685. Directed Studies

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

EDCI689.

2004B

EDCI689. SPECIAL TOPICS IN

2017B,2016C

EDCI689. Special Topics In Anal Rpt Field Rsr

2004C

EDCI689. Special Topics In Research,disc And Schlshp

2006C

EDCI690.

2005A

EDCI692. PROFESSIONAL STUDY

2020C,2020B,2019C,2019B,2018B

EDCI720. ENGR DESGN SCH TEACH & LEARN

2019C,2018C

MASC450. Integrated Mathematics

2006A

MASC450. INTEGRATED MATHEMATICS

2012C

TEFB407. Math In Mddle And Sr Sch

2005C

TEFB407.

2005A

FORMER DOCTORAL STUDENTS

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

Katherine Nicole Vela (Summer 2020)

Yujin Lee (Summer 2019)

Jonathan Michael David (Summer 2019)

Imelda Graciela Chapa De La Rosa (Summer 2018)

Sandra Leticia Higardeda (Summer 2018)

Rosalinda C. Garcia (Summer 2018)

Cristela Barcia (Spring 2018)

Kitty Carrow Rutherford (Fall 2017)

Joni Lynn Bailey (Fall 2017)

Ali Bicer (Summer 2016)

Steven Kyle McKissick (Spring 2016)

Ayse Oner (Summer 2015)

Mary Springs (Summer 2015)

Ernestene Sherow (Spring 2015)

Antonio Carranza (Spring 2015)

Susan Rogers (Fall 2014)

Tarcia Hubert (Fall 2013)

LaToya Anderson (Fall 2013)

Sun Young Han (Summer 2013)

Christopher Romero (Fall 2012)

Sandra Nite (Summer 2012)

Mehmet Corlu (Spring 2012)

Murray Cox (Summer 2011)

Jamaal Young (Summer 2011)

Serkan Ozel6 (Summer 2009)

Michael Muzheve (Summer 2008)

Diana Piccolo (Spring 2008)

Shirley Matteson (Summer 2007)

Elsa Ruiz (Fall 2006)

Judy Taylor (Fall 2006)

Linda Zientek (Spring 2006)

Armando Perez (Summer 2005)

SELECTED PUBLICATIONS

Books and Monographs

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

Caskey, M. M., Andrews, P. G., Bishop, P. A., Capraro, R. M., Roe, M., & Weiss, C. (2010). Research and resources in support of This We Believe (2nd ed.). Westerville, OH: National Middle School Association.

[195][150]zel, S., Yetkiner, Z. E., Capraro R. M., & K[195][188]p[195][167][195][188], A. R., (2009). Young adolescent education in Turkey. In S. B. Mertens, K. Roney, & V. Anfara (Eds.), An international look at educating young adolescents. Charlotte, NC: Information Age

Capraro, R. M., & Slough, S. W. (Eds.). (2008). Project based learning: An integrated science technology engineering and mathematics (STEM) approach. Rotterdam, The Netherlands: Sense.

Journal Articles

Bicer, A., & Capraro R. M. (2019). Mathematics achievement in the secondary high school context of STEM and non[48]10STEM schools. School Science and Mathematics, 119, 61[48]1371. https://doi.org/10.1111/ssm.12321

.Lee, Y., Bicer, A., Kwon, H., & Capraro, R. M. (2019). Pre-service teachers[48]19 preparedness for problem posing: Pedagogical content knowledge and subject matter knowledge. Electronic International Journal of Education, Arts, and Science (EIJEAS), 4(10).

Lee, Y., Capraro, R. M., & Bicer, A. (2019). Affective mathematics engagement: A comparison of STEM PBL versus non-STEM PBL instruction. Canadian Journal of Science, Mathematics and Technology Education, 19(3), 270-289. (.264 impact factor SCOPUS.com)

Lee, Y., Capraro, R. M., & Bicer, A. (2019) Gender difference on spatial visualization by college students[48]19 major types as STEM and non-STEM: A meta-analysis. International Journal of Mathematical Education in Science and Technology, 50, 1241-1255. DOI: 10.1080/0020739X.2019.1640398 (SJR=.371 SCOPUS)

Lyakhova, S., Capraro, R. M., & Capraro, M. M. (2019). Designing a curriculum based on four purposes: Let mathematics speak for itself. Journal of Curriculum Studies, 51, 513-529. (.834 impact factor SCOPUS.com) DOI 10.1080/00220272.2019.1594389

Ortiz, N., Capraro, M. M., & Capraro, R. M. (2019). Does it really matter?: Exploring cultural relevance within a majority White classroom. Journal of Negro Education, 87(4), 404-419. DOI: 10.7709/jnegroeducation.87.4.0404 (.196 impact factor SCOPUS.com)

*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.

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)

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, R. M., & Capraro, M. M. (2018). Mathematics teachers[48]19 subject matter knowledge and pedagogical content knowledge in problem posing. International Electronic Journal of Mathematics Education. (.153 impact factor SCOPUS.com)

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

Sahin, A., Willson, V., & Capraro, R. M. (2018). Comparisons of Student's Mathematics and Reading Achievement in Texas: Public versus Charter Schools. Journal of Research in Science, Mathematics and Technology Education, 1(1), 2-28

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)

Bevan, D. M., Vela,K. M., Burlbaw, L. M., Capraro, R. M. (2017). Roaring Twenties: What did it take to be a Math Teacher?. Electronic International Journal of Education, Arts, and Science (EIJEAS), 3(6).

Bicer, A., & Capraro, R. M., (2017). Longitudinal effects of technology integration and teacher professional development on students[48]19 mathematics achievement. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 815-833. (.903 impact factor Thompsons) DOI: 10.12973/eurasia.2017.00645a

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, R. M., Barroso, L. R., Nite, S., Rice, D., Lincoln, Y. S., Young, J., & Young, J. (2017). Developing a useful and integrative STEM disciplinary language. International Journal of Education in Mathematics, Science and Technology, 6(1), 1-11. DOI: 10.18404/ijemst.31232 (.428 impact factor SCOPUS.com)

*Craft, A. M., & Capraro, R. M. (2017). Science, technology, engineering, and mathematics project-based learning: Merging rigor and relevance to increase student engagement. Electronic International Journal of Education, Arts, and Science, 3(6)

*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

Hill, K. K., Bicer, A., & Capraro, R. M. (2017). Effect of teachers[48]19 professional development from MathForwardTM on students[48]19 math achievement. International Journal of Research in Education and Science, 3(1), 67-74.

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.

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)

*Erdogan, N., *Navruz, B., *Younes, R., & Capraro, R. M. (2016). Viewing how STEM PBL influences student[48]19s science learning through the implementation lens: Latent growth modeling. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2139-2154.

*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)

*Kopparla, M., & Capraro, R. M. (2016). The brilliance of Black children in mathematics beyond the numbers and toward new discourses. Teachers College Record, http://www.tcrecord.org/Content.asp?ContentId=20051

*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

12.*Corlu, M. S., Capraro, R. M., & [199]orlu, M. A. (2015). Investigating the mental readiness of pre-service teachers for integrated teaching. International Online Journal of Educational Sciences, 7(1), 17-28.

*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

Corlu, M. S., Willson, V. L., Capraro, R. M., & Corlu, M. A. (in press). An exploratory study of integrated Teaching knowledge and STEM teacher education programs in Turkey. Education Sciences: Theory and Practice

*Han, S., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2015). In-service tachers' implementation and understanding of STEM project based learning. EURASIA Journal of Mathematics, Science and Technology Education, 11(1), 63-76

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

*Oner, A.T., Navruz, B., & Capraro, R.M. (2015). Developing a macroscopic lens into middle school reform: Psychometric properties of the AMLE SIA. International Journal of Contemporary Educational Research, 2(2), 89-103

*Sahin, A., Oren, M., Willson, V., Hubert, T., & Capraro, R. M. (2015). Longitudinal analysis of T-STEM academies: How do Texas inclusive STEM academies (T-STEM) perform in mathematics, science, and reading? International Online Journal of Educational Sciences, 7(4), 1-10.

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 R. M., & Han, S. (2014). STEM: The education frontier to meet 21st century challenges. Middle Grades Research Journal, 9(3).

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.

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

*Erdogan, N., Corlu, M. S., & Capraro, R. M. (2013). Defining innovation literacy: Do robotics programs help students develop innovation literacy skills? International Online Journal of Educational Sciences, 5(1), 1-9

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

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., & 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

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

*Corlu, M. S., Capraro, R. M., & Corlu, M. A. (2011). Developing algorithmic computations with the help of science: A Turkish middle and high grades study. Turkish Online Journal of Educational Technology, 10(2), 72-81

*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

**Muzheve, M. T., & Capraro, R. M. (2011). An exploration of the role natural language and idiosyncratic representations in teaching how to convert among fractions, decimals, and percents. Journal of Mathematical Behavior

**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.

*Zientek, L. R., Carter, T. A., Taylor, J. M., Capraro, R. M. (2011). Preparing prospective teachers: An examination of attitudes toward statistics. The Journal of Mathematical Sciences and Mathematics Education, 5, 25-38

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.

Corlu, M. S., Burlbaw, L. M., Capraro, R. M., Corlu, M. A., & Han, S. (2010). "The Ottoman Palace School Enderun and the Man with Multiple Talents, Matrakci Nasuh," Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 14,1: 19--31.

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, R. M., Burlbaw, L.M., and L. R. Zietek. (2009). "Content and pedagogical knowledge in Colorado teachers' mathematics exams at the turn of the 20th century," Curriculum History 2009: 158-174.

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.

Capraro, R., Young, J., Lewis, C., Yetkinker, E. & Woods, M. (2009). An examination of math achievement and growth in a Midwestern urban school district: Implications for teachers and administrators. Journal of Urban Mathematics Education, 2(2), 49-65.

Denton, J., Davis, T., Capraro, R., Smith, B., Beason, L., Graham, D., & Strader, A. (2009). Examining applicants for admission and completion of an online teacher certification program. Journal of Educational Technology & Society, 12(1), 214-219.

Denton, J. J., Davis, T. J., Capraro, R. M., Smith, B. L., Beason, L., Graham, D., & Strader, R. A. (2009). Examination of applicant profiles for admission into and completion of an online secondary teacher certification program. Educational Technology & Society, 12(1), 214-229.

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.

[214]zel, S., Yetkiner, Z. E., & Capraro, R. M. (2008). Technology in K-12 mathematics classrooms. School Science and Mathematics, 108, 80-85.

Capraro, R. M., & Thompson, B. (2008). The educational researcher defined: What will future researchers be trained to do? Journal of Educational Research, 101, 247-253

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.

Yetkiner, Z. E., Anderoglu, H. Y., & Capraro, R. M. (2008). Research summary: Project-based learning in mathematics. Retrieved January 2, 2008, from http://www.nmsa.org/Research/ResearchSummaries/ProjectBasedLearninginMath/tabid/1570/Default.aspx

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.

Beal, G. Sulentic, M.M., & Capraro, R.M. (2006). How do literacy experiences affect the teaching propensities of elementary pre-service teachers? Reading Psychology, 27, 235-255.

Capraro, R.M. (2006). (Decoding + Chunking + Comprehension) ^ Reading Aloud = mathematical fluency. Reading Psychology, 27, 1-3.

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., 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.

Carter, T.A., & Capraro, R.M. (2005). Stochastic misconceptions of pre-service teachers, Academic Exchange Quarterly, 9, 105-111.

Zientek, L. R., Kadhi, T., & Capraro, R. M. (2005). Analysis of the literature on alternative certification programs, Academic Exchange Quarterly, 9, 121-125.

Capraro, R.M. (2004). Statistical significance, effect size reporting, and confidence intervals: Best reporting strategies. Journal for Research in Mathematics Education, 35, 57-62.

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.

Naiser, E.A., Wright, W.E., & Capraro, R.M. (2004). Teaching fractions: Strategies used for teaching fractions to middle grade students. Journal of Research in Childhood Education, 18, 193-198.

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, 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., & Capraro, R. M. Bigger is not better: Seeking parsimony in canonical correlation analysis via variable deletion strategies. (2001). Multiple Linear Regression Viewpoints, 27(2), 24-33.

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.

David, H. L., & Capraro, R. M. (2001). Strategies for teaching in heterogeneous environments while building a classroom community. Education, 122(1), 80-86.

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.

Capraro, R. M., Burlbaw, L. M., Zientek, L. R. (2016). Content and pedagogical knowledge in Colorado teachers[48]19 mathematics exams at the turn of the 20th century. In L. M. Burlbaw & D. Morowski (Eds.), Reflections on People, Policy, and Practices in Curriculum History

Capraro, R. M., & Navruz, B. (2015). Time series in educational research. In G. Ritzer (Ed.), Blackwell encyclopedia of sociology (2nd Edition). Malden, MA: Blackwell.

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, R. M. (2014). Mathematics assessment for special needs students. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed., pp. 1625). Hoboken, NJ: John Wiley and Sons.

5.Capraro, R. M., & Slough, S. (2013). Why PBL? Why STEM? Why now? An introduction to STEM. Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. 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. 1-6). Rotterdam, The Netherlands: Sense.

Capraro, R. M., & Corlu, M. S. (2013). Changing views on assessment for 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. 109-118). Rotterdam, The Netherlands: Sense

Capraro, R. M., & Slough, S. (2013). Why PBL? Why STEM? Why now? An introduction to STEM. Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. 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. 1-6). 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

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).

Capraro, R. M., & Yetkiner, Z. E. (2010). P-value. In N. J. Salkind (Ed.), Encyclopedia of research design (pp. 1143-1148). Thousand Oaks, CA: Sage.

Malmros, C., & Capraro, R. M. (2010). Settling the west faster and safer. In R. Capraro, M. Capraro, J. Morgan, & J. Scheurich (Eds.), A companion to interdisciplinary STEM project based learning: For teachers by teachers (pp. 79-86). 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, R. M., & Slough, S. (2008). Why PBL? Why STEM? Why now? An introduction to project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. In R. M. Capraro & S. W. Slough (Eds.), Project based learning: An integrated science technology engineering and mathematics (STEM) approach (pp. 1-6). Rotterdam, The Netherlands: Sense.

Capraro, R. M., & Yetkiner, Z. E. (2008). New views on assessment in STEM PBL. In R. M. Capraro & S. W. Slough (Eds.), Project based learning: An integrated science technology engineering and mathematics (STEM) approach (pp. 171-186). Rotterdam, The Netherlands: Sense.

Capraro, R. M., & Yetkiner, Z. E. (2008). Teachers' role in developing representational fluency in middle grades. In G. Kulm (Ed.), Teacher knowledge and practice in middle grades mathematics (pp. 273-286). Rotterdam, The Netherlands: Sense.

Kulm, G., & Capraro, R. M. (2008). Textbook use and student learning of number and algebra ideas in middle grades. In G. Kulm, (Ed.), Teacher knowledge and practice in middle grades mathematics (pp. 255-272). Rotterdam, The Netherlands: Sense.

Yetkiner, Z. E., & Capraro, R. M. (2008). Factors influencing the implementation of STEM PBL. In R. M. Capraro & S. W. Slough (Eds.), Project based learning: An integrated science technology engineering and mathematics (STEM) approach (pp. 79-90). 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, R. M. (2006). Significance level. In N. J. Salkind (Ed.), Encyclopedia of Measurement and Statistics. Thousand Oaks, CA: Sage.

Capraro, R. M. (2006). Time series in educational research. In G. Ritzer (Ed.), Blackwell Encyclopedia of Sociology. Malden, MA: Blackwell Publishing.

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

Young, J. L., Young, J. R., & Capraro, R. M. (2017). Gazing past the gaps: A growth-based assessment of the mathematics achievement of Black girls. The Urban Review. 1-21. DOI 10.1007/s11256-017-0434-9 (.740 impact factor SCOPUS.com)

*Oner, A. T., & Capraro, R. M. (2016). Is STEM academy designation synonymous with higher student achievement? Egitim ve Bilim-Education and Science, 41(185), 1-17. doi:10.15390/EB.2016.3397. (.254 impact factor Thompsons)

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.

RESEARCH PROJECTS

The Urban Mathematics Teacher Leadership Conference (UMTLC)

Exploratory, interactive pre-calculus game for Latino students

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

REU SITE: Aggie Undergraduate STEM Education Research (AUSER)

T3 - Bridging Today's 6-12 Classrooms to Tomorrow's Greatest Discoveries - TAMU STEM

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

Braitmayer Aggie STEM Teacher Boot Camp

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

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

STEM Camps

Investigations in Secondary Mathematics and Science

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

Research Development and Data Dissemination at Harmony Public Schools

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

STEM Training at Akins High School

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

Evaluation of the Developmental Education Demonstration Projects

Waco ISD Professional Development

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

Aggie STEM Summer Camp

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

An Innovative, Replicable, University-led, Urban Partnership Model for Delivering STEM High School and Transition-to-College Success in Engineering for Diverse Urban High School Students

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

Professional Development Services

Professional Development Services - Carver Middle School

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

Powerful Representations in Middle-Grades Mathematics Education (PRiMME)

Pathways to Higher Education for At-Risk Student Scholars

North Texas STEM Center

Powerful Representations in Middle Grades Mathematics Education (PRiMME)

Developing Representational Models and Success in Middle Grades Mathematics

Restructuring Mathematics Learning Environments to Improve Mathematical Understanding

Making Mathematics Meaningful to Middle School Students Through Representational Bridging

A Case Study of Mathematics Assessment Task Items

AWARDS

Award for Excellence in eLearning, GlobalTech Cong. Award for Excellence in eLearning, Global LearnTech Congress. (2016)

Joann Treat Research Award Winner. College of Education and Human Development. (2007)

Montague CTE Scholar. Awarded by Center for Teaching Excellence. (2002)

Texas Distance Learning Association. Outstanding Commitment to Excellence and Innvoation in Distance Learning (Aggie STEM). (2016)

EDITORSHIPS

Associate Editor. American Educational Research Journal (2005 - 2007)

Editorial Board Member. Journal for Research in Mathematics Education (2014)

Editor. Journal of Urban Mathematics Education (2019 - 2024)

Editorial Board Member. Middle Level Education Research-On-line (2007 - 2010)

Editorial Board Member. Research in Middle Level Education Annual (2009 - 2009)

Associate Editor. School Science and Mathematics (2011)

LEADERSHIP POSITIONS

CEHD Council of Principal Investigators. Chair. (2009)

Chair, Tenure and Promotion Committee. TLAC Department, TAMU. (2017)

Conference Committee. Research Council on Mathematics LearningResearch Council on Mathematics LearningResearch Council on Mathematics Learning. (2004)

Co-President. P-16 Curriculum Initiative. (2009)

Hispanic Research Award Committee. American Educational Research Association-Hispanic Research Issues SIG. (2004)

Policy Committee. School Science and Mathematics. (2004)

President Elect. Southwest Educational Research Assocation. (2008)