Difference between revisions of "Óscar Chávez"
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[[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 | [[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|Óscar | [[Category:People|Chávez, Óscar]] | ||
Revision as of 05:48, 4 July 2013
Publications
Chval, K. B., Chávez, Ó., Reys, B. J., & Tarr, J. (2009). Considerations and limitations related to conceptualizing and measuring textbook integrity. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 70–84). New York, NY: Routledge.
Tarr, J. E., Chávez, Ó., Reys, R. E., & Reys, B. J. (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