Aggie STEM is a collaboration between Texas A&M’s College of Education and Human Development and the College of Engineering.

Congratulations, Aamir!
- by Cassidy Caldwell

Aggie STEM’s Aamir Fidai…

New 3D Printers
- by Cassidy Caldwell

A special thank you to Sandy and Mike Wilkinson for our new 3D printers that will be utilized by Aggie STEM Summer Camp students. This new technology will enhance the class experience for our campers and elevate the content level instructed.

Journal Papers

2018

Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics teachers’ subject matter knowledge and pedagogical content knowledge in problem posing. IEJME-Mathematics Education, 13(2), 89-104.

Lee, Y., Capraro, M. M., & Capraro, R. M., & Bicer, A. (2018). A meta-analysis: Improvement of algebraic reasoning through metacognitive training. Paper accepted to International Education Studies, 11(10), 42-49.

Lee, Y., Capraro, R. M., & Bicer, A. (2018, In press). Gender difference on spatial visualization by college students’ major types as STEM and non-STEM: A meta-analysis. Paper accepted to International Journal of Mathematical Education in Science and Technology.

Lee, Y., Capraro, M. M., & Viruru, R. (2018). The factors motivating students’ stem career aspirations: Personal and societal contexts. Paper accepted to International Journal of Innovation in Science and Mathematics Education, 26(5), 74-86.

Bicer, A., Capraro, R. M., & Capraro, M. M. (2018). 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, 49(5), 705-720.

Bicer, A., Perihan, C., & Lee, Y. (2018). The Impact of Writing Practices on Students’ Mathematical Attainment. International Electronic Journal of Mathematics Education, 13(3), 305-313.

 

2017

Craft, A., & 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), 140-158.

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.

Capraro, M.M., Bicer, A., Grant, M.A., & Lincoln, Y.S. (2017). Using precision in STEM language: A qualitative look. International Journal of Education in Mathematics, Science and Technology, 5(1), 29-39.

Bicer, A., & Capraro, R. M., (2017). Longitudinal effects of technology integration and teacher professional development on students’ mathematics achievement. Eurasian Journal of Mathematics,Science, and Technology Education, 13(3), 1-19.

Barroso, L. R., Bicer, A., Capraro, M. M., Capraro, R. M.,Foran, A.,Grant, M.,  Lincoln, Y. S.,  Nite, S. B.,  Oner, A. T., &  Rice, D. (ABC order) (2017). Run! Spot. Run! – Vocabulary development and the evolution of STEM disciplinary language for secondary teachers. Submitted to Zentralblatt für Didaktik der Mathematik (ZDM).

Godwin, A. J., Capraro, M. M., Rupley, W. H., & Capraro, R. M. (2017). Metasynthesis of factors contributing to children’s communication development: Influence on reading and mathematics. Child Development Research2017.

Barroso, L. R.,  Bicer, A., Capraro, M. M., Capraro, R. M., Foran,  A.,  Grant, M.,  Lincoln, Y. S.,  Nite, S. B.,  Oner, A. T., &  Rice, D. (ABC order) (2017). Run! Spot. Run! – Vocabulary development and the evolution of STEM disciplinary language for secondary teachers. Zentralblatt für Didaktik der Mathematik (ZDM), 49(2), 187-201.

Bicer, A., & Capraro, R. M., (2017). Longitudinal effects of technology integration and teacher professional development on students’ mathematics achievement. Eurasia Journal of Mathematics, Science and Technology Education 13(3), 815-833.

Capraro, M.M., Bicer, A., Grant, M.A., & Lincoln, Y.S. (2017). Using precision in STEM language: A qualitative look. International Journal of Education in Mathematics, Science and Technology, 5(1), 29-39.

Capraro, R. M., Barroso, L. R., Nite, S., Rice, D., Lincoln, Y. S., Young, J., & Young, J. (2017, In Press). Developing a useful and integrative STEM disciplinary language. International Journal of Education in Mathematics, Science and Technology, 6(1)1-11.

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.

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

Sahin, A., Willson, V. Top, N., & Capraro, R. M., (2017, In Press). Charter school system performance: How does student achievement compare? International Journal of Educational Reform, 26(2).

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, 3, 1-7.

2016

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 Education in Mathematics, Science and Technology, 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).

Capraro,”Using the engineering design process as the structure for project-

Chu, S., Angello, G., Suarez, M. & Quek, F. (2016). A systematic analysis of making in elementary schools: Understanding making for children through activity theory.  International Conference on Advanced Learning Technologies (ICALT ’16).

Erdogan, N., Navruz, B., Younes, R., & Capraro, R. M. (2016). Viewing how STEM PBL influences student’s science learning through the implementation lens: Latent growth modeling. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2139-2154. DOI:10.12973/Eurasia.2016.1294a  (1.016 impact factor Thompsons)

Godwin, A. J., Capraro, M. M., Rupley, W. H., & Capraro, R. M. (2016, In Press). 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

Godwin, A., Rupley, W., 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.v5n1p44

Han, S., Capraro, R. M., Capraro, M. M. (2016). How science, technology, engineering, and mathematics project based learning affects high-need students in the U.S. Learning and Individual Differences, 51, 157-166. (1.631 impact factor Thompsons)

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).

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.

Hill, K. K., Bicer, A., & Capraro, M. M. (2016, In Press). Do teachers have the opportunities they need to learn to teach with manipulatives? Electronic International Journal of Education, Arts, and Science.

Nite, S. B., Capraro, M. M., Capraro, R. M., & Bicer, A. (2016, in press). Explicating the characteristics of STEM teaching and learning: A meta-synthesis. Journal of STEM Teacher Education, xx, xxx-xxx.

Oner, A. T., & Capraro, M. M., & Capraro, R. M. (2016). The effect of T-STEM designation on charter schools: Longitudinal examination. Sakarya University Journal of Education, 6(2),80-96. doi:10.19126/suje.17778

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 – Thompson’s)

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.

Öner, 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

Rosli, R., Goldsby, D., Onwuegbuzie, A. J., Capraro, M. M., & Capraro, R. M. (2016, In Press). Utilizing multiple tasks in assessing elementary preservice teachers’ knowledge, perceptions and attitudes towards fractions. Eurasia Journal of Mathematics, Science and Technology Education. (IF = 1.016-(2015)

2015

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 on New Trends in 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.

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 (SJR = 1.176)

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., Capraro, R. M., & Çorlu, M. A. (2015). Investigating the mental readiness of pre-service teachers for integrated teaching. International Online Journal of Educational Sciences, 7(1), 17-28.

Han, S., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2015).  In-service teachers’ implementation and understanding of STEM project based learning. EURASIA Journal of Mathematics, Science and Technology Education, 11(1), 63-76. (1.016impact factor Thompsons)

Helfeldt, J., 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)), 1-15. DOI: 10.15640/10.15640/jehd.v4n2_1a1

Kaminaga, M. (2015). 수학 사고력을 키우는 20가지 이야기[20 stories for developing mathematical thinking ability](cho, Y. & Lee, Y, Trans.). Seoul, Korea. learning for meaningful understanding. Paper presented at the 8th annual Texas STEM Conference: Pathways to Student Success in STEM, Austin, TX.

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 ınto middle school reform: Psychometric properties of the AMLE SIA. International Journal of Contemporary Educational Research, 2(2), 89-103.

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

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. Retrieved from http://www.iojes.net//userfiles/Article/IOJES_1692.pdf