Oscar Chavez
Associate Professor
- About
- Education
- Awards & Honors
- Selected Research
Current Courses
MAT 599.102 Dissertation Final Term
MAT 223.001 Introduction To Secondary Mathematics Education
Teaching Interests & Areas
Content courses for mathematics teachers, Geometry, History of Mathematics
Research Interests & Areas
Mathematics curriculum materials, Proof in mathematics education, Teacher education
PhD Mathematics Education
University of Missouri
Columbia, MO
MA Mathematics
University of Missouri
Columbia, MO
BS Mathematics
Universidad Nacional Autonoma de Mexico
Mexico City
Department Teaching Award
Department of Mathematics
2023
Influential ISU Faculty/Staff Educator
Cecilia J. Lauby Teacher Education Center
2023
Book, Chapter
Considerations and limitations related to conceptualizing and measuring textbook integrity
Kathryn B Chval, Óscar Chávez, Barbara J Reys.
(2011), 90--104, Mathematics teachers at work, Routledge
Enhancing mathematics lessons to support all students
Kathryn Chval, Oscar Chavez, Sarah Pomerenke, K. Reams.
43-52, Mathematics for every student: Responding to diversity PK-, NCTM
Journal Article
Rate of Change: Degrees vs. Radians
Craig Cullen, Lawrence Ssebaggala, Oscar Chavez.
North American GeoGebra Journal, 12 (1), 25-31, (2024)
SSM Llegacy
Óscar Chávez.
School Science and Mathematics, 122 (7), 341-342, (2022), 10.1111/ssm.12554
THIRD-YEAR HIGH SCHOOL MATHEMATICS CURRICULUM: EFFECTS OF CONTENT ORGANIZATION AND CURRICULUM IMPLEMENTATION
Óscar Chávez, James E. Tarr, Douglas A. Grouws, Victor M. Soria.
International Journal of Science and Mathematics Education, 13 (S1), 97-120, (2015), 10.1007/s10763-013-9443-7
Third-year high school mathematics curriculum: Effects of content organization and curriculum implementation.
Oscar Chavez, James E. Tarr, Doug Grouws, Victor Soria.
Journal of Science and Mathematics Education, 13 (1), 97-120, (2015)
Computer-supported collaborative concept mapping for learning to teach mathematics
Young Hoan Cho, Nan Ding, Andrew Tawfik, Óscar Chávez.
The Journal of Applied Instructional Design, 4 (1), 21--x33, (2014)
Opportunities to engage with proof: the nature of proof tasks in two geometry textbooks and its influence on enacted lessons
Ruthmae Sears, Óscar Chávez.
ZDM, 46 (5), 767--780, (2014)
Opportunities to engage with proof: the nature of proof tasks in two geometry textbooks and its influence on enacted lessons
Ruthmae Sears, Óscar Chávez.
ZDM, 46 (5), 767-780, (2014), 10.1007/s11858-014-0596-9
Curriculum and Implementation Effects on High School Students' Mathematics Learning From Curricula Representing Subject-Specific and Integrated Content Organizations
Douglas A. Grouws, James E. Tarr, Óscar Chávez, Ruthmae Sears, Victor M. Soria, Rukiye D. Taylan.
Journal for Research in Mathematics Education, 44 (2), 416-463, (2013), 10.5951/jresematheduc.44.2.0416
The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses
James E. Tarr, Douglas A. Grouws, Óscar Chávez, Victor M. Soria.
Journal for Research in Mathematics Education, 44 (4), 683-729, (2013), 10.5951/jresematheduc.44.4.0683
Designing math lessons for English language learners
Kathryn B Chval, Óscar Chávez.
Mathematics Teaching in the Middle School, 17 (5), 261--265, (2012)
Developing fair tests for mathematics curriculum comparison studies: The role of content analyses
Óscar Chávez, Ira Papick, Daniel J Ross, Douglas A Grouws.
Mathematics Education Research Journal, 23 (4), 397--416, (2011)
Student strategy choices on a constructed response algebra problem
Dan Ross, Robert Reys, Óscar Chávez, Melissa D McNaught, Douglas A Grouws.
School Science and Mathematics, 111 (8), 389--398, (2011)
Identification of Student-and Teacher-Level Variables in Modeling Variation of Mathematics Achievement Data.
James E Tarr, Daniel J Ross, Melissa D McNaught, Óscar Chávez, Douglas A Grouws, Robert E Reys, Ruthmae Sears, R Didem Taylan.
Online Submission, (2010)
Mathematics curriculum Implementation and linear functions in secondary mathematics: Results from the comparing options in secondary mathematics project
Óscar Chávez, Douglas A Grouws, James E Tarr, Dan J Ross, Melissa D McNaught.
American Education Research Association, San Diego, CA, (2009)
The impact of middle grades mathematics curricula on student achievement and the classroom learning environment
JE Tarr, RE Reys, BJ Reys, Óscar Chávez, J Shih, S Osterlind.
Journal for Research in Mathematics Education, 39 (3), 247--280, (2008)
Assessing the impact of standards-based middle school mathematics curricula on student achievement and the classroom learning environment
Robert Reys, Barbara Reys, James Tarr, Óscar Chávez.
Washington, DC: National Center for Education Research, (2006)
From the Written to the Enacted Curricula: The Intermediary Role of Middle School Mathematics Teachers in Shaping Students' Opportunity to Learn
James E. Tarr,, Óscar Chávez, Robert E. Reys, Barbara J. Reys.
School Science and Mathematics, 106 (4), 191-201, (2006), 10.1111/j.1949-8594.2006.tb18075.x
Research Commentary: Pressures to Improve Student Performance: A Context That Both Urges and Impedes School-Based Research
Kathryn B Chval, Robert Reys, Barbara J Reys, James E Tarr, Óscar Chávez.
Journal for Research in Mathematics Education, 37 (3), 158--166, (2006)
Spatial visualization: What happens when you turn it?
Óscar Chávez, Robert Reys, Dusty Jones.
Mathematics teaching in the middle school, 11 (4), 190--196, (2005)
Why Mathematics Textbooks Matter.
Barbara J Reys, Robert E Reys, Óscar Chávez.
Educational Leadership, 61 (5), 61--66, (2004)
Middle school mathematics curriculum? A guide for principals
B Reys, Óscar Chávez, R Reys.
Principal Leadership (Middle School Ed.), 3, 61--66, (2003)
Other
Math during wartime: A reflection on curriculum reform
Oscar Chavez.
(2020)
Presentations
Goodbye Dear Aunt Sally, Hello Student Thinking
Tami Martin, Óscar Chávez.
Meeting of the Northern Illinois Association of Teachers of Mathematics, Rockford, IL, November 19, 2025
Selecting proofs to convince, understand, and teach: secondary mathematics teachers’ criteria
Seyedehkhadije Azimi Asmaroud, Óscar Chávez, David Barker, Yi-yin Ko.
Forty-seventh annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, State College, PA, October, 2025
Convince, understand, teach: Secondary mathematics teachers’ choices about using proof
Oscar Chavez, David Barker, Seyedehkhadiyeh Azimi, Yi-Yin Ko.
123rd annual convention of the School Science and Mathematics Association, Knoxville, TN, November, 2024
Formal and informal proofs in high school geometry
Oscar Chavez.
Forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Cleveland, OH, November, 2024
Developing Directed-Length Definitions for the Tangent and Secant Functions
Tami S. Martin, Craig J. Cullen, Oscar Chavez, Kyle Kimball.
PME-NA, Cleveland, OH, November 9, 2024
Formal and informal proofs in secondary mathematics
Oscar Chavez.
National Council of Teachers of Mathematics 2024 Annual Meeting & Exposition, Chicago, IL, September, 2024
The What and Why of Radians
Craig Cullen, Oscar Chavez.
Annual National Council of Teachers of Mathematics Conference, Chicago, IL, September 27, 2024
Developing geometric concept definitions for tangent and secant
Craig Cullen, Tami Martin, Oscar Chavez.
51st Annual Conference of the Research Council on Mathematics Learning, Columbia SC, March 2, 2024
Why Do We Really Need Radians?
Craig Cullen, Lawrence Ssebaggala, Óscar Chávez.
NCTM Regional, Indianapolis Indiana, March 17, 2022
Mathematics Curriculum Alignment for CollegeReadiness
Oscar Chavez.
2019 Annual Convention of the School Science and Matematics Association, Salt Lake City, UT, November 8, 2019