Oscar Chavez

Chval, K., Chávez, O., Reys, B., & Tarr, J. (2009). Considerations and limitations related to conceptualizing and measuring textbook integrity. In J. Remillard, G. Lloyd, & B. Herbel-Eisenmann (Eds.). Mathematics teachers at work: Connecting curriculum materials and classroom instruction. (pp. 70-84). London: Routledge.

Chval, K., Chávez, O., Pomerenke, S., & Reams, K. (2009). Enhancing mathematics lessons to support all students. In D. Y. White & J. S. Silva, (Eds.) Mathematics for every student: Responding to diversity PK-5. (pp. 43-52) Reston, VA: NCTM.

Chávez, O. (2024). Formal and informal proofs in high school geometry. In K.W. Kosko, J. Caniglia, S. A. Courtney, M. Zolfaghari, & G.A. Morris (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 887–896). Kent State University.

Chávez, O., Barker, D., Azimi, S., & Ko, Y. (2024). Convince, understand, teach: Secondary mathematics teachers’ choices about using proof. In Cory, B. & Ray, A. (Eds.). (2024). Proceedings of the 123rd annual convention of the School Science and Mathematics Association (Vol. 1) (pp. 25–33) . Knoxville, TN: SSMA.
https://www.ssma.org/assets/SSMA%20PROCEEDINGS%202024.docx.pdf

Martin, T. S., Cullen, C.J., Chávez, O, & Kimball, K., (2024). Developing directed-length definitions for the tangent and secant functions. In Editors, Proceedings of the forty-sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 887 – 896). Cleveland, OH: Publisher. https://doi: 10.51272/pmena.46.2024

Cullen, C. J., Ssebaggala, L., and Chávez, O. (2024). Rate of change: Degrees vs. radians. North American GeoGebra Journal, 12(1): 25-31.

Chávez, O., Tarr, J., Grouws, D., & Soria, V. (2015). Third-year high school mathematics curriculum: Effects of content organization and curriculum implementation. International Journal of Science and Mathematics Education, 13 (1), 97--120.

Cho, Y. H., Ding, N., Tawfik, A., & Chávez, O. (2014). Computer-Supported Collaborative Concept Mapping for Learning to Teach Mathematics. The Journal of Applied Instructional Design, 4(1), 21–33

Sears, R., & Chávez, O (2014). Opportunities to Engage with Proof: The Nature of Proof Tasks in Two Geometry Textbooks and its Influence on Enacted Lessons. ZDM - The International Journal on Mathematics Education, 46, 767–780.

Grouws, D., Tarr, J. E., Chávez, O., Sears, R., Soria, V., & Taylan, R. D. (2013). Curriculum and implementation effects on high-school students mathematics learning from curricula representing content organization of two types. Journal for Research in Mathematics Education, 44(2), 416–463.