Research Interests

• Development of knowledge for teaching mathematics, and the integration of content and pedagogical knowledge development
• Equity in educational opportunities and outcomes
• Mathematics classroom discourse, especially as it pertains to student reasoning
• Technology and mathematics teaching and learning, and mathematics teacher education

Projects

Knowledge for Teaching Secondary School (KnoTSS)
Arizona Master Teacher of Mathematics (Noyce Master Teacher program)
Institute for Mathematics and Education
Arizona Teacher Initiative

Selected Publications and Papers

McGraw, R. (2010). How teachers' actions affect what students learn in secondary school mathematics classrooms. In J. Lobato & F. K. Lester, Jr. (Eds.), Teaching and learning mathematics: Translating research for secondary school teachers (pp. 61-66). Reston, VA: National Council of Teachers of Mathematics.

McGraw, R., & Rubinstein-Avila, E. (2009). Middle school immigrant students developing mathematical reasoning in Spanish and English. Bilingual Research Journal, 31(1/2), 147-173.

McGraw, R., Romero, D., & Krueger, R. (2009). Facilitating whole-class discussions in diverse classrooms: Strategies for engaging all students. In A. Flores (Ed.), Mathematics for every student: Responding to diversity, grades 9-12 (pp. 17-27). Reston, VA: National Council of Teachers of Mathematics.

Bay-Williams, J., & McGraw, R. (2008). Issues of implementation: Making mathematics accessible to all learners. In Meyer, M., Langrall, C., Arbaugh, F., Webb, D., & Hoover, M. (Eds.), A decade of middle school mathematics curriculum implementation: Lessons learned from the Show-Me Project (pp. 125-137). Charlotte, NC: Information Age Publishing.

McGraw, R., Lynch, R. K., Koc, Y., Kapusuz, A., & Brown, C. A. (2007). The multimedia case as a tool for professional development: An analysis of online and face-to-face interactions among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators. Journal of Mathematics Teacher Education, 10(2), 95-121.

McGraw, R., & Lubienski, S. T. (2007). NAEP findings related to gender: Achievement, affect, and learning. In P. Kloosterman & F. K. Lester Jr. (Eds.), Results and interpretations of the 2003 mathematics assessment of the National Assessment of Educational Progress (pp. 261-287). Reston, VA: National Council of Teachers of Mathematics.

McGraw, R., Rubinstein-Avila, E., & Ondrus, M. (2007, April). "Esa era la tricky part ...": Students' mathematical reasoning in a dual-language middle school classroom. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

McGraw, R., & D'Ambrosio, B. (2006). Considering issues of equity through analysis of NAEP data. In C. A. Brown & L. Clark (Eds.), Learning from NAEP: Professional development materials for teachers of mathematics (pp. 85-94). Reston, VA: National Council of Teachers of Mathematics.

McGraw, R., Romero, D., & Krueger, R. (2006). How far up am I? The mathematics of stadium seating. The Mathematics Teacher, 100(4), 248-253.

McGraw, R., Lubienski, S. T., & Strutchens, M. E. (2006). A closer look at gender in NAEP mathematics achievement and affect data: Intersections with achievement, race/ethnicity, and socio-economic status. Journal for Research in Mathematics Education, 37(2), 129-150.

Grant, M., & McGraw, R. (2006). Collaborating to investigate and improve classroom mathematics discourse. In L. Van Zoest (ed.), Teachers engaged in research: Inquiry in mathematics classrooms, grades 9-12 (pp. 231-251). Reston, VA: National Council of Teachers of Mathematics.

McGraw, R., & Grant, M. (2005). Investigating mathematics with technology: Lesson structures that encourage a range of methods and solutions. In W. J. Masalski (Ed.), Technology-supported mathematics learning environments (pp. 303-317). Reston, VA: National Council of Teachers of Mathematics.

Lubienski, S. T., McGraw, R., & Strutchens, M. E. (2004). NAEP findings regarding gender: Mathematics achievement, instructional experiences and affect. In P. Kloosterman, & F. Lester (Eds.), Results and interpretations of the 1990 through 2000 mathematics assessments of the National Assessment of Educational Progress (pp. 305-336). Reston, VA: National Council of Teachers of Mathematics.

McGraw, R. (2003). Facilitating whole-class discussion in secondary mathematics classrooms. Proceedings of the Twenty-Seventh Annual Meeting of the International Group for the Psychology of Mathematics Education.

McGraw, R., Arbaugh, E. F., Lynch, R. K., & Brown, C. A. (2003). Teacher professional development as the development of communities of practice. Proceedings of the Twenty-Seventh Annual Meeting of the International Group for the Psychology of Mathematics Education.

McGraw, R., Koc, Y., & Brown, C. A. (2003, April).Engaging secondary mathematics teachers in collaborative instruction: An adaptation of Japanese lesson study in the United States. Paper presented at the Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics, San Antonio, TX.

Essex, K., Lambdin, D. V., & McGraw, R. (2002). Racing against time: Using technology to explore distance, rate, and time. Teaching Children Mathematics, 6, 322-326, 347.

McGraw, R. (2002).Facilitating whole-class discussion in secondary mathematics classrooms. Unpublished doctoral dissertation, Indiana University, Indiana.