Difference between pages "Alison Castro Superfine" and "James Tarr"

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imported>Raymond Johnson
imported>Raymond Johnson
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[http://www.math.uic.edu/people/profile?netid=amcastro Faculty page at the Department of Mathematics, Statistics, and Computer Science, University of Illinois at Chicago]
== Publications ==
== Publications ==

[[Alison Castro Superfine|Superfine, A. C.]] (2009). [[Castro Superfine (2009)|The "problem" of experience in mathematics teaching]]. ''[[School Science and Mathematics]]'', 109(1), 7–19. doi:10.1111/j.1949-8594.2009.tb17858.x
[[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.

[[Alison Castro Superfine|Superfine, A. C.]] (2008). [[Castro Superfine (2008)|Planning for mathematics instruction: A model of experienced teachers' planning processes in the context of a reform mathematics curriculum]]. ''The Mathematics Educator'', 18(2), 11–22. Retrieved from [http://tme.coe.uga.edu/wp-content/uploads/2012/08/v18n2_Castro-Superfine.pdf http://tme.coe.uga.edu/wp-content/uploads/2012/08/v18n2_Castro-Superfine.pdf]
[[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|Castro Superfine, Alison]]
[[Category:People|Tarr, James]]

Revision as of 05:15, 4 July 2013