Peer Reviewed Publications

*Capraro, M. M., Capraro, R. M., Yetkiner, Z. E., Rangel-Chavez, A. F., & Lewis, C. W. (2010, August). Examining Hispanic-students mathematics performance on high-stakes tests: An examination of one urban school district in Colorado. Urban Review, 42(3).

Capraro, M. M., & *Belliston, A. (2010, Spring, in Press). Middle school preservice teachers’ notions of representativeness: A replication study. Tennessee Association of Middle School Journal.

Ye, S., Kulm, G., & Capraro, M. M. (In press, December, 2009). Middle grade teachers’ use of textbooks and their classroom instruction. Journal of Mathematics Education.

Capraro, M. M., Capraro, R. M., & Helfeldt, J. (2009, in Press). Do differing types of field experiences make a difference in teacher candidates’ perceived level of competence? Teacher Education Quarterly, 35,

*Piccolo, D., & Capraro, M. M. (2009, in Press). Mentoring urban interns: Amalgamation of experiences in the formation of mathematics teachers. The Teacher Educator,45(1).

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.

*Yetkiner, Z. 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

*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., Capraro, M. &, Capraro, R. M. (2008, in press). Reporting practices in quantitative teacher education research: One look at the evidence cited in the AERA panel report. Educational Researcher, 37(4), 208-216.

*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(2), 195-217.

Helfeldt, J., Capraro, R. M., Capraro, M. M., Foster, E. S., & Carter, N. (in press) An urban schools-university partnership that prepares and retains quality teachers for "high need" schools, The Teacher Educator.

Slate, J. R., Capraro, M. M., & Onwuegbuzie, A. J. (2007). Students’ stories of their best and poorest K-5 teachers: A mixed data analysis. Journal of Educational Research & Policy Studies, 7(2), 1-26.

*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.

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., & 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, M. M., Ding, M., Matteson, S., Li, X., & Capraro, R. ( 2007). Representational implications for understanding equivalence. School Science and Mathematics, 107, 86-88.

Kulm, G., Capraro, R. M., & Capraro, M. M. ( 2007). Teaching and learning middle grades mathematics with understanding. Middle Grades Research Journal,2,23-48.

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 – 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). An introduction to confidence intervals for both statistical estimates and  effect sizes. Research in the Schools, 12(2), 22– 33.

Capraro, R. M., Capraro, M. M., Parker, D., Kulm, G., & Raulerson, T. (2005). The mathematics content knowledge role in developing preservice teachers’ pedagogical content knowledge.  Journal for Research in Childhood.  Education, 20, 108-124.

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

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

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). Measuring with nonstandard units. Wisconsin Teachers of Mathematics Journal, 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. (2003). Tired of using worksheets? Texas Mathematics Teacher, 45 (1), 9-11.

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., Kulm, G., Hammer, M., & Capraro, M. M. (2002). The origin and persistence of misconceptions in statistical thinking. In D. S. Mewborn, P. Sztajn, D. Y. White, H. G. Wiegel, R. L. Bryant, & K. Nooney (Eds.), Proceedings of the twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Vol. 3. pp. 1339-1340). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

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

Capraro, R.  M., & Capraro, M. M. (2002). Myers-Briggs Type Indicator score reliability across studies: A meta-analytic approach. Educational and Psychological Measurement, 62, 590-602.

Capraro, M. M., Capraro, R. M., & Henson, R. (2001). Measurement error of scores on the mathematics anxiety rating scale across studies.Educational and Psychological Measurement, 61, 373-386.

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

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.

Non-Peer Reviewed

Capraro, R.  M., Capraro, M. M., Dighans, K., & Hammer, M. (2002).  A revision protocol design: Item revision and impact analysis report. Texas A &M University, Teaching, Learning, and Culture.

Capraro, R. M., & Capraro, M. M. (2000). An investigation of the effects gender, socioeconomic status, race, and grades on standardized test scores? (ERIC Document Reproduction Service No. ED444 867)

Capraro, R. M., & Capraro, M. M. (1998). Teacher Talk. In Middle School Mathematics, Course 1 and Course 3. Scott Foresman-Addison Wesley: Chicago, IL.