education and training
- Ph.D. in Curriculum and Instruction, Texas A&M University - (College Station, Texas, United States) 2005
- M.S. in Mathematics, Texas A&M University - (College Station, Texas, United States) 1999
- M.A. in Computational and Applied Mathematics, Rice University - (Houston, Texas, United States) 1995
- B.A. in Computational and Applied Mathematics, Rice University - (Houston, Texas, United States) 1994
- Capraro, M. M., Capraro, R. M., Carter, T., & Harbaugh, A. (2010). Understanding, Questioning, and Representing Mathematics: What Makes a Difference in Middle School Classrooms?. RMLE Online. 34(4), 1-19.
- Piccolo, D. L., Harbaugh, A. P., Carter, T. A., Capraro, M. M., & Capraro, R. M. (2008). Quality of Instruction: Examining Discourse in Middle Schoo Mathematics Instruction. Journal of Advanced Academics. 19(3), 376-410.
- Carter, T. A., & Dean, E. O. (2006). Mathematics Intervention for Grades 511: Teaching Mathematics, Reading, or Both?. Reading Psychology. (2-3), 146.
- Carter, T. A., & Capraro, R. M. (2005). Stochastic Misconceptions of Pre-Service Teachers. Academic Exchange Quarterly. 9(3), 105-112.
- Carter, T. A. (2008). Preservice Teacher Knowledge and Understanding of Probability and Statistics. Kulm, G. (Eds.), Teacher Knowledge and Practice in Middle Grades Mathematics. 67-85. Sense.
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Texas A&M University; Mathematics; 3368 TAMU
College Station, TX 77843-3368