Rebecca H Mcgraw
 Associate Professor, Mathematics
Contact
 (520) 6225520
 Environment and Natural Res. 2, Rm. S315
 Tucson, AZ 85719
 rmcgraw@math.arizona.edu
Bio
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Interests
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Courses
202021 Courses

Dissertation
MATH 920 (Fall 2020) 
History Of Math
MATH 404 (Fall 2020) 
History of Math
MATH 504 (Fall 2020) 
Topics In Geometry
MATH 330 (Fall 2020)
201920 Courses

Curr+Assmnt Sec Sch Math
MATH 406A (Spring 2020) 
Dissertation
MATH 920 (Spring 2020) 
Internship
MATH 593 (Spring 2020) 
History Of Math
MATH 404 (Fall 2019) 
History of Math
MATH 504 (Fall 2019) 
Independent Study
MATH 599 (Fall 2019) 
Internship
MATH 393 (Fall 2019) 
Topics In Geometry
MATH 330 (Fall 2019)
201819 Courses

Curr+Assmnt Sec Sch Math
MATH 406A (Spring 2019) 
Thesis
MATH 910 (Spring 2019) 
Thesis
MATH 910 (Fall 2018) 
Topics In Geometry
MATH 330 (Fall 2018)
201718 Courses

Curr+Assmnt Sec Sch Math
MATH 406A (Spring 2018) 
Internship
MATH 593 (Spring 2018) 
Independent Study
MATH 599 (Fall 2017) 
Topics In Geometry
MATH 330 (Fall 2017) 
Understand Ele Math  A
MATH 302A (Fall 2017)
201617 Courses

Independent Study
MATH 499 (Summer I 2017) 
Curr+Assmnt Sec Sch Math
MATH 406A (Spring 2017) 
Independent Study
MATH 599 (Spring 2017) 
Honors Thesis
MATH 498H (Fall 2016)
201516 Courses

Curr+Assmnt Sec Sch Math
MATH 406A (Spring 2016) 
Honors Thesis
MATH 498H (Spring 2016)
Scholarly Contributions
Chapters
 Eli, J. A., Mcgraw, R. H., Anhalt, C. O., & Civil, M. (2019). Stronger together: The Arizona Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation. In Recruiting, retaining, and preparing STEM teachers for a global generation. Rotterdam, Netherlands: Sense.More infoEli, J., McGraw R., Anhalt, C., & Civil, M. (2019). Stronger Together: The AZ Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation. Book chapter in J. Leonard, A. Burrows, and R. Kitchen (Eds.), Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation. Sense Publishers, The Netherlands.
 Mcgraw, R. H. (2010). How teachers' actions affect what students learn in secondary school mathematics classrooms. In Teaching and learning mathematics: Translating research for secondary school teachers(pp 6166). Reston, VA: National Council of Teachers of Mathematics.
Journals/Publications
 McGraw, R. H. (2018). Planning for A Poster Fair. Arizona Association of Teacher of Mathematics: OnCore, 914.
 Patterson, C., & Mcgraw, R. H. (2018). When Time Is an Implicit Variable: An Investigation of the Interplay Among Students' Ways of Understanding Graphing Tasks. Mathematical Thinking and Learning, 20(4), 295323. doi:1. I obtained an NSF research grant (start date 8/1/18, five years) in the amount of 1.2M. This grant also supports Jennifer Eli (technically senior personnel but functioning as the main UA CoPI) and other faculty here and at other institutions in the U.S. The grant currently provides partial support to one graduate student and will soon begin to support one more. The grant supports study of middle/high school math teacher preparation, specifically focusing on preparation for promoting equity in educational opportunities and engaging in equitable instructional practices. As we are only six months into the grant, we have no research reports as of yet. However, I am engaged in a synergistic activity related to the grant which consists of coleading an international team of researchers and teacher educators who are studying issues related to gender/sexuality and mathematics (PiatekJimenez, McGraw, et al., 2018; McGraw et al. (to be submitted Feb. 1, 2019)). 2. During 2018, Cody Patterson and I had a major paper accepted and published in a top mathed research journal (Mathematical Thinking and Learning), and I gave an invited talk on our work at The Pennsylvania State University in October. Also in late 2018, Cody and I submitted a separate paper (under review) to the Journal of Mathematics Education. 3. During 2018, I engaged in major curriculum development and implementation project around M330: Topics in Geometry which I often teach in the fall. The course draws both math majors and math minors, including a significant number of international students with varied English proficiency. My work in 2018 involved both content development and implementation of various active learning strategies. A major focus was developing and implementing materials connecting shape, area, perimeter, and compactness to U.S. Congressional districts and gerrymandering. In June 2018, I presented some initial materials I had developed at a workshop at the University of Michigan. In the fall, I attended the math/gerrymandering workshop here at UA, and I presented materials locally at the Math Instruction Colloquium. I am scheduled to present materials at MEAD and at a local area high school in 2019, and I am pursuing possible invited talks at other institutions.
 McGraw, R. H. (2017). Quadrilateral Diagonals and Area. The Mathematics Teacher, 110(7), 499504.
 Mcgraw, R. H., RubinsteinAvila, E., Sox, A., & Kaplan, S. (2014). Does biliteracy + mathematical discourse = binumeracy. Urban Education.
Proceedings Publications
 Mcgraw, R. H. (2018, November). K8 Teachers' Stories of MathematicsRelated Transformation. In Psychology of Mathematics Education  North American Chapter, 40, 402405.
 Mcgraw, R. H. (2018, November). Working Group on Gender and Sexuality in Mathematics Education: Linking the Past to the Future. In Psychology of Mathematics Education  North American Chapter, 40, 14591468.
 Mcgraw, R. H., Prasad, P. V., & Blackburn, C. (2011, October). Integrating Content and Pedagogy in Secondary Teacher Preparation: Collaborating Across the Disciplinary Boundaries of Mathematics and Mathematics Education.. In ThirtyThird Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
Presentations
 Mcgraw, R. H. (2018, October). “I’m having trouble getting my head out of thinking time and distance”: An exploratory study of students’ solutions to graphing tasks in which time is an implicit variable. Invited Talk (Penn State). Pennsylvania State University.
 Mcgraw, R. H. (2014, April). From K12 to the University and Back Again: Preparing Future Teachers with an Eye to the Common Core. American Mathematics Society Western Sectional Meeting. Albuquerque, NM: AMS.