Difference between pages "Óscar Chávez" and "Linda Davenport"

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== Publications ==
== Publications ==


[[James Tarr|Tarr, J. E.]], [[Douglas Grouws|Grouws, D. A.]], [[Óscar Chávez|Chávez, Ó.]], & [[Victor Soria|Soria, V. M.]] (2013). [[Tarr, Grouws, Chávez, & Soria (2013)|The effects of content organization and curriculum implementation on students' mathematics learning in second-year high school courses]]. [[Journal for Research in Mathematics Education]], 44(4), 683–729.
[[Linda Davenport|Davenport, L. R.]] (2009). [[Davenport (2009)|Part V commentary: What does it take to learn from and through curriculum materials?]] In [[Janine Remillard|J. T. Remillard]], [[Beth Herbel-Eisenmann|B. A. Herbel-Eisenmann]], & [[Gwendolyn Lloyd|G. M. Lloyd]] (Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 347–352). New York, NY: Routledge.


[[Kathryn Chval|Chval, K. B.]], [[Óscar Chávez|Chávez, Ó.]], [[Barbara Reys|Reys, B. J.]], & [[James Tarr|Tarr, J.]] (2009). [[Chval, Chávez, Reys, & Tarr (2009)|Considerations and limitations related to conceptualizing and measuring textbook integrity]]. In [[Janine Remillard|J. T. Remillard]], [[Beth Herbel-Eisenmann|B. A. Herbel-Eisenmann]], & [[Gwendolyn Lloyd|G. M. Lloyd]] (Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 70–84). New York, NY: Routledge.
[[Category:People|Davenport, Linda]]
 
[[James Tarr|Tarr, J. E.]], [[Robert Reys|R. E. Reys]], [[Barbara Reys|B. J. Reys]], [[Óscar Chávez|Chávez, Ó.]], [[Jeffrey Shih|Shih, J.]], & [[Steven Osterlind|Osterlind, S. J.]] (2008). [[Tarr, Reys, Reys, Chávez, Shih, & Osterlind (2008)|The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement]]. [[Journal for Research in Mathematics Education]], 39(3), 247–280.
 
[[James Tarr|Tarr, J. E.]], [[Óscar Chávez|Chávez, Ó.]], [[Robert Reys|Reys, R. E.]], & [[Barbara Reys|Reys, B. J.]] (2006). [[Tarr, Chávez, Reys, & Reys (2006)|From the written to the enacted curricula: The intermediary role of middle school mathematics teachers in shaping students' opportunity to learn]]. School Science and Mathematics, 106(4), 191–201. doi:10.1111/j.1949-8594.2006.tb18075.x
 
[[Category:People|Chávez, Óscar]]

Revision as of 18:28, 4 July 2013

Publications

Davenport, L. R. (2009). Part V commentary: What does it take to learn from and through curriculum materials? In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 347–352). New York, NY: Routledge.

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