1994-1997 Adjunct Professor, Mathematics Education, Florida International University
My research interests are best described as the practical application of helping students, teachers, and researchers make better sense of the issues related to mathematical learning and encouraging dialog about quantitative methods. I am interested in the representational models that help middle grades students make sense of mathematics and how these representations, verbal, kinesthetic, written, or abstract function to facilitate broader and deeper mathematical understandings as students progress to increasingly more abstract mathematical ideas.
Advanced Training and Preparation
2010 Multilevel SEM. College of Education-TAMU, Workshoppresented byDr. Ehri Ryu Boston College
2007 Mixed Methods Data Analysis. Southwest Educational Research Association presented by Anthony Onwuegbuzi and John Slate.
2006 Qualitative Data Collection and Data Analysis. Texas A&M University presented by Yvonna Lincoln.
2006 Experimental andQuasi-Experimental Design Workshop. Northwestern University, co-Sponsored by Spencer Foundation and Department of Education presented by Thomas D. Cook and William Shadish.
2006 Hierarchical Linear Modeling for Applied Research. Southwest Educational Research Association presented by Tasha Beretvas and Kyle Roberts.
**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), XXXX.
Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2010). Semantics and syntax: A theoretical model for how students may build mathematical mis-understandings. Journal of Mathematics Education, 3(2), 58-66.
Capraro, M. M., Capraro, R. M., Carter, T. A., & Harbaugh, A. (2010). Questioning, curiosity, and representing: What makes a difference mathematically? Research in Middle Level Education Online, 34(4), 1-19.
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, Matrakçı Nasuh. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education. 14(1), 19-31.
1.Capraro, R. M., Capraro, M. M., Yetkiner, Z. E., Özel,S., Kim, H. G., & Küçük, A. R. (2010). An international comparison of the equal sign: An update. Psychological Reports, 106(1), 49-53.
2.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.
3.**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.
4.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.
5.*Capraro, R. M., Burlbaw, L. M., & Zientek, L. R. (2009). Content and pedagogical knowledge in Colorado teachers‚ mathematics exams at the turn of the 20th century. Curriculum History. 158-174.
6.Young, J. R., Woods, M., Yetkiner, Z. E., Lewis, C. W., & Capraro, R. M. (2009). An examination of mathematics achievement and growth in a midwestern urban school district: Implications for teachers and administrators. Journal of Urban Mathematics Education, 2(2), 46-65. (The correct authorship order for this article is reflected here and not what is in print)
7.Capraro, R. M., & Capraro, M. M. (2009). Quantitative reporting practices in middle-grades research journals: Lessons to learn. Middle Grades Research Journal,4, 1-10.
8.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.