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

Donation in honor of James B. Kelly

James Burton Kelly was the true embodiment of what it means to be an Aggie. His generosity and selflessness was displayed in every one of his actions. He constantly devoted himself to A&M and contributed to the STEM program. James has and forever will be a fightin Texas Aggie.

Mr. Kelly annually gave the gift of camp to academically talented children who were unable to attend camp because of financial reasons. Your donation will be used to continue his legacy and his tradition of giving back to the community while supporting his beloved institution Texas A&M University. Thank you notes will be sent to all donors acknowledging their gift and the Kelly family will receive a note acknowledging the total donated and list of donors.

If you would like to mail a check:

Aggie STEM
Dr. Robert M. Capraro
4232 TAMU
College Station, TX 77843-4232
Make Checks Payable to Aggie STEM with In Memory of Mr. James B. Kelly in the memo section of the check
Teacher Bootcamp 2021

Teacher Bootcamp 2021

Aggie STEM is excited to announce the return of our residential STEM Teacher Bootcamp professional development summer program! For more…

- by Caitlin Summers
Registration for Open-Enrollment Camps is Coming to a Close!

Registration for Open-Enrollment Camps is Coming to a Close!

Our open-enrollment camps are filling up quickly! Make sure to register today for our Online Immersing into STEM or EmpowHERing…

- by Caitlin Summers
Registration for Competitive Camps is Closed!

Registration for Competitive Camps is Closed!

Registration for our 2021 Competitive Camps has officially closed, but you can still register for the following Aggie STEM camp…

- by Caitlin Summers
Register for Advancing into STEM with Veterinary Medicine

Register for Advancing into STEM with Veterinary Medicine

Aggie STEM is thrilled to again be partnering with the College of Veterinary Medicine and Biomedical Science for a camp…

- by Caitlin Summers

Journal Papers

2022

Baucum, M. N. (2022). At home or in person? A comparison of informal learning environments for secondary students. Journal of Educators Online, 19(2).

Baucum, M. N. & Capraro, R. M. (In press). A sySTEM for equity: Enhancing STEM education during a pandemic. Journal of Research in Innovative Teaching & Learning.

2021

Baucum, M. N., & Capraro, R. M. (2021). STEM from home: The influence of an online informal STEM camp on perceptions of STEM and STEM careers. [Manuscript submitted for publication]. Department of Teaching, Learning, and Culture, Texas A&M University.

Bevan,D., & Capraro, R. M. (2021). STEM project-based learning fostering mathematical creativity. [Manuscript submitted for publication]. Department of Teaching, Learning, and Culture, Texas A&M University.

Bicer, A., *Lee, Y., Capraro, R. M., Perihan, C., & Capraro, M. M. (2020). Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity. Educational Studies in Mathematics, 105, 457–485. https://doi.org/10.1007/s10649-020-09995-8

*Calabrese, J. E., & Capraro, M. M. (2021, May – In Press). Word problem taxonomy and problem posing: A professional development exploration. Primary Mathematics

Cifarelli, V., Capraro, M. M., & Capraro, R. M. (2021, In Press). 30 years of international progress in young children’s problem solving and posing. In B. Kaur, J. Novotna, D. Pugalee, H. Moroava, & B. Doig (Eds.). Insights from SEMT: Learning from 30 years oof symposia on elementary mathematics teaching.

Godwin, A. J., Rupley, W. H., Capraro, R. M. & Capraro, M. M. (2021). Preparing preschoolers for reading and mathematics: Creating a home environment for preschool learning. In K. N. Bhatt (Ed.), Current research in education and social studies (Vol.4, Chapter 11). London, UK: Book Publisher International.

Kwok, M., Welder, R., Moore, J., & Williams. A. M. (2021). Integrating Systemic Functional Linguistics and Mathematics Instruction to Support Preservice K-8 Teachers in Making Sense of Meaningful Differences in Word Problems. Abstract submitted to the International Journal of Science and Mathematics Education Special Issue: Reading in Science and Mathematics Education.

*Kwon, H., Capraro, R. M., & Capraro, M. M. (2021). When I believe, I can: Success STEMs from my perceptions. Canadian Journal of Science, Mathematics and Technology Education. (IF= .63, SJR: .47). Advance online publication. https://doi.org/10.1007/s42330-020-00132-4

*Rugh, M., Beyette, D. J., Capraro, R. M., & Capraro, M. M. (2021, In Press). Using DIME Maps and STEM project-based learning to teach physics (ITSE-07-2020-0109.R1). Interactive Technology and Smart Education (SJR=.451)

Williams, A. M. & Capraro, R. M. (2021). Enhancing Mental Rotation Skills Through Exposure to Computer-Aided Design Software. Manuscript submitted for publication to the Journal of Educational Research.

Younes, R. G., Capraro, R. M., Capraro, M. M., Rosli, R., *Lee, Y., *Vela, K., & *Bevan, D. (2021, In Press). Jack and Jill went up the hill but Jill won both ways: The true story about differential academic achievement. International Journal of Innovation in Science and Mathematics Education. (SJR=.220)

2020

Bevan, D., & Capraro, M. M. (2020). Posing creative problems: A study of elementary students’ attitudes and understanding. [Manuscript submitted for publication]. Department of Teaching, Learning, and Culture, Texas A&M University.

Bicer, A., *Lee, Y., Capraro, R. M., Perihan, C., & Capraro, M. M. (2020). Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity. Educational Studies in Mathematics, 105, 457–485. https://doi.org/10.1007/s10649-020-09995-8

*Calabrese, J. E., *Kopparla, M., & Capraro, M. M. (2020). Examining young children’s multiplication understanding through problem posing. Educational Studies. (IF = .581; SJR =.390) https://doi.org/10.1080/03055698.2020.1740976.

*Fidai, A., Capraro, M. M., & Capraro, R. M. (2020). “Scratch”-ing computational thinking with Arduino: A meta-analysis. Thinking Skills and Creativity (SJR(2019) = 1.074). 100726. Advance online publication. https://doi.org/10.1016/j.tsc.2020.100726

Kwok, M., Vela, K. N., Rugh, M. S., Lincoln, Y. S., Capraro, R. M., & Capraro, M. M. (2020). STEM words and their multiple meanings: The intricacies of asking a clarifying question. Communication Education, https://doi.org/10.1080/03634523.2020.1723803. (SJR= 1.001 for 2018)

*Rosli, R., Goldsby, D., Onwuegbuzie, A. J., Capraro, M. M., Capraro, R. M., & Gonzalez, E. G. Y. (2020). Elementary preservice teachers’ knowledge, perceptions, and attitudes towards fractions: A mixed-analysis. Journal on Mathematics Education, 11(1), 59-76. http://doi.org/10.22342/jme.11.1.9482.59-76. (SJR= .532 for 2019)

Rosli, R., & Capraro, M. M. (2020). Malaysian and American preservice teachers’ ability and perspective on mathematical problem posing. Universal Journal of Educational Research, 8(1), 151 – 155. DOI: 10.13189/ujer.2020.080118

Rugh, M. S., Beyette, D. J., Capraro, M. M., & Capraro, R. M. (2020). DIME maps: Improving self-efficacy with computer-generated concept maps. Manuscript submitted for publication.

Rugh, M. S., Beyette, D. J., Capraro, M. M., & Capraro, R. M. (2020). Using computer-generated concept maps in the engineering design process to improve physics learning. Proceedings of the 2020 American Society for Engineering Education Annual Conference and Exposition. https://doi.org/10.18260/1-2–35457

Rugh, M. S., Beyette, D. J., Capraro, M. M., & Capraro, R. M. (In Press). Using DIME maps and STEM project-based learning to teach physics. Interactive Technology and Smart Education. (SJR = 0.451)

Vela, K. N., Pedersen, R. M., & Baucum, M. N. (2020). Improving perceptions of STEM careers through informal learning environments. Journal of Research in Innovative Teaching & Learning, 13(1), 103–113. https://doi.org/10.1108/JRIT-12-2019-0078.

Williams, A. M. & Capraro, R. M. (2020). Enhancing spatial abilities through exposer to computer-aid design programs. In A.I. Sacristán, J.C. Cortés-Zavala, & P.M. Ruiz-Arias (Eds.) Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp.720-725). Cinvestav / AMIUTEM / PME-NA. https://doi.org/10.51272/pmena.42.2020.

Young, J. L., Young, J. R., & Capraro, R. M. (2020). Advancing black girls in STEM: Implications from advanced placement participation and achievement. International Journal of Gender, Science and Technology, 12, 202-222.

Young, J. R., Cunningham, J., Ortiz, N., Frank, T., Hamilton, C., & Mitchell, T. (2020). Mathematics dispositions and the mathematics learning outcomes of Black students: How are they related?. Investigations in Mathematics Learning, 1-14. https://doi.org/10.1080/19477503.2020.1845537.

Young, J. R., & Young, J. L. (2020). African American female achievement in STEM: Can AP courses provide a different story? In B. Polnick, B. Irby, & J. Ballenger. (Eds.), Girls and women of color in STEM: Navigating the Double Bind. Information Age Publishing Inc.

Young, J. R., & Young, J. L. (2020). The Black male teacher: A 10-year content analysis of empirical research. Race, Ethnicity, and Education, 23(3), 327-344. https://doi.org/10.1080/13613324.2019.1663971.

2019

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

Capraro, M. M., Vela, K. N., Caldwell, C., Bevan, D., Lee, Y., & Capraro, R. M. (2019). Mathematizing creative STEM PBL activities. In M. Nolte (Ed.), Including the Highly Gifted and Creative Students – Current Ideas and Future Directions. International Conference on Mathematical Creativity and Giftedness (pp. 336-339).

Vela, K. N., Caldwell, C., Capraro, R. M.,  & Capraro, M. M. (2019, In Press). The Nexus of Confidence, STEM, and Engineering Projects. Proceedings of the 49th Annual IEEE Frontiers in Education Conference (FIE). IEEE, Piscatawy, NJ.

Vela, K. N., Bevan, D., Caldwell, C., Capraro, R. M., Capraro, M. M., & Lee, Y. (2019). STEM project-based learning activities: Opportunities to engage in creative mathematical thinking? In M. Nolte (Ed.), Including the Highly Gifted and Creative Students – Current Ideas and Future Directions. International Conference on Mathematical Creativity and Giftedness (pp. 215-221).

Lee, Y., Capraro, R. M., & Bicer, A. (2019). Gender difference on spatial visualization by college students’ major types as STEM and non-STEM: A meta-analysis. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2019.1640398 (.37 Impact factor – SCOPUS)

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. (0.35 Impact factor – SCOPUS)

Lee, Y., Capraro, R. M., Bicer, A., & Kwon, H. (2019). Pre-service teachers’ preparedness for problem posing: Pedagogical content knowledge and subject matter knowledge. Electronic International Journal of Education, Arts, and Science, 5(10), 13-30.

Kwon, H., Vela, K., Williams, A., & Barroso, L. (2019). Mathematics and science self-efficacy and STEM careers: A path analysis. Journal of Mathematics Education, 12(1). 66-81.

*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)

Capraro, R. M., Capraro, M. M., Barroso, L., Vela, K., Bicer, A., & Caldwell, C. (2019). Summation of all integers = Confusion: Vocabulary development in mathematics learning

*Younes, R. G., Capraro, R. M., Capraro, M. M., Rosli, R., Lee, Y., Bicer, A., Vela, K., & Caldwell, C. (2019, In Press). Increasing retention and performance for high school women in mathematics and sciences: STEM project based learning. Journal of Advanced Manufacturing Technology.  (Inaugural Year for inclusion in SCOPUS)

Bicer, A., & Capraro R. M. (2019). Mathematics achievement in the secondary high school context of STEM and non‐STEM schools. School Science and Mathematics, 1–11. https://doi.org/10.1111/ssm.12321

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

Sahin , A., Willson, V., & Capraro, R. M. (2018). Charter school achievements in Texas: Public versus charter schools. International Journal of Educational Reform, 27(1), 46-62.

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.

Kwon, H., Vela, K., Williams, A., & Barroso, L. (2019). Mathematics and science self-efficacy and STEM careers: A path analysis. Journal of Mathematics Education, 12(1). 66-81.

Vela, K. N., Bicer, A., Capraro, R. M., Barroso, L. R., & Caldwell, C. (2018). What matters to my future: STEM int-her-est and expectations. Proceedings of the 48th Annual IEEE Frontiers in Education Conference (FIE). IEEE, Piscatawy, NJ. (IF = .159). doi: 10.1109/FIE.2018.8658488

Rugh, M. S., Williams, A. M., Lee, Y., Capraro, R. M. (In Press). Do Texas STEM schools really teach algebra? In Proceedings of the 50th Annual IEEE Frontiers in Education (FIE) conference. Piscataway, NJ: IEEE.

Rugh, M. S., Calabrese, J. E., Madson, M. A., Capraro, R. M., Barroso, L. R., Capraro, M. M., & Bicer, A. (2018). STEM language can be the stem of the problem. In Proceedings of the 49th Annual IEEE Frontiers in Education (FIE) conference. Piscataway, NJ: IEEE.

Maldonado, S. I., Mosqueda, E., Capraro, R. M., & Capraro, M. M. (2018). Language minority students’ 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

Young, J., Capraro, M. M., Capraro, R. M., & Cason, M. (2018). Every student can’t 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, Date Accessed: 9/10/2018 6:21:14 PM (.953 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. DOI: 10.1080/03055698.2018.1509785. (.581 impact factor Thompson’s)

Young, J. L., Young, J. R., &Capraro, R. M. (2018 (online date 2017). Gazing past the gaps: A growth-based assessment of the mathematics achievement of Black girls. The Urban Review, 50(1), 156-176. DOI 10.1007/s11256-017-0434-9 (.740 impact factor SCOPUS.com)

Sahin, A., Willson, V., & Capraro, R. M. (2018). Comparisons of Students’ Mathematics and Reading Achievement in Texas: Public versus Charter Schools. Journal of Research in

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

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