Difference between revisions of "Óscar Chávez"
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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. | |||
[[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. | [[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. | ||
Latest revision as of 02:26, 21 October 2013
Publications
Tarr, J. E., Grouws, D. A., Chávez, Ó., & Soria, V. M. (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.
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., R. E. Reys, B. J. Reys, Chávez, Ó., Shih, J., & Osterlind, S. J. (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.
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