Skip to main content

Oscar Chavez

Associate Professor
Stevenson Hall - STV 331A
  • About
  • Education
  • Research

Current Courses

145.001Calculus I

211.001Euclidean And Non-Euclidean Geometry

500.001Independent Study

326.002Mathematical Problem Solving Using Technology

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

Book, Chapter

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.

Conference Proceeding

Chavez, O. From the textbook to the enacted curriculum. Psychology of Mathematics Education (2006): 565.

Journal Article

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.
Tarr, J., Grouws, D., Chávez, O., & Soria, V. (2013). The effect of content organization and curriculum implementation on second-year high school students’ mathematics learning. Journal for Research in Mathematics Education, 44(4), 683–729.


Cullen, C. J., Martin, T. S., Chávez, O. (2024, March) Developing geometric concept definitions for tangent and secant. Presented at the 51st Annual Conference of the Research Council on Mathematics Learning (RCML).
Cullen, C. J., Ssebaggala, L., & Chávez, O. (2022, March). Why Do we Really Need Radians? Presented at the 2022 Regional Conference of the National Council of Teachers of Mathematics, Indianapolis, IN.
Mathematics Curriculum Alignment for CollegeReadiness. 2019 Annual Convention of the School Science and Matematics Association. School Science and Matematics Association. (2019)