James E. Tarr
University of Missouri
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Publication
Featured researches published by James E. Tarr.
The Journal of Mathematical Behavior | 2002
Hollylynne Stohl; James E. Tarr
Abstract This paper focuses on how notions of inference can be fostered in middle school through the use of carefully designed tasks, open-ended software simulation tools, and social activity that focuses on making data-based arguments. We analyzed interactions between two sixth-grade students who used software tools to formulate and evaluate inferences during a 12-day instructional program that utilized Probability Explorer software as a primary investigation tool. A variety of the software tools enabled students to understand the interplay between empirical and theoretical probability, recognize the importance of using larger samples to make inferences, and justify their claims with data-based evidence.
Archive | 2015
James E. Tarr; Victor M. Soria
We discuss several challenges encountered during data collection and analyses in the Comparing Options in Secondary Mathematics: Investigating Curricula (COSMIC) project, a 3-year longitudinal comparative study of integrated and subject-specific curricula. Previously reported findings obscure the complexities associated with conducting well-designed studies of curricular effectiveness. In this chapter, we highlight key issues in our analyses of student and teacher data, and the construction of multilevel models of student learning outcomes. We discuss how these challenges were addressed, justify our decisions, and offer implications for conducting large-scale curriculum research in mathematics education.
Archive | 2015
Jeffrey C. Shih; Marsha Ing; James E. Tarr
In large-scale studies of mathematics achievement, many important variables are at the classroom level and therefore require the collection of classroom observation data. However, in these studies, collecting observation data is expensive, and collecting numerous observations can be cost prohibitive. In addition to these practical considerations, there are methodological and conceptual considerations to measuring instruction. This chapter raises several of these issues around measuring mathematics classroom instruction by using empirical data from two prominent observational protocols.
Journal for Research in Mathematics Education | 2008
James E. Tarr; Robert E. Reys; Barbara J. Reys; Óscar Chávez; Jeffrey C. Shih; Steven J. Osterlind
School Science and Mathematics | 2006
James E. Tarr; Óscar Chávez; Robert E. Reys; Barbara J. Reys
Statistics Education Research Journal | 2007
Dustin L. Jones; James E. Tarr
Journal for Research in Mathematics Education | 2013
Douglas A. Grouws; James E. Tarr; Óscar Chávez; Ruthmae Sears; Victor M. Soria; Rukiye D. Taylan
Journal for Research in Mathematics Education | 2013
James E. Tarr; Douglas A. Grouws; Óscar Chávez; Victor M. Soria
Archive | 2008
Kathryn B. Chval; Óscar Chávez; Barbara J. Reys; James E. Tarr
School Science and Mathematics | 2000
James E. Tarr; Kazuaki Uekawa; Kathleen Cage Mittag; Lesia Lennex