Network


Latest external collaboration on country level. Dive into details by clicking on the dots.

Hotspot


Dive into the research topics where James E. Tarr is active.

Publication


Featured researches published by James E. Tarr.


The Journal of Mathematical Behavior | 2002

Developing notions of inference using probability simulation tools

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

Challenges in Conducting Large-Scale Studies of Curricular Effectiveness: Data Collection and Analyses in the COSMIC Project

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

Addressing Measurement Issues in Two Large-Scale Mathematics Classroom Observation Protocols

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

The Impact of Middle-Grades Mathematics Curricula and the Classroom Learning Environment on Student Achievement

James E. Tarr; Robert E. Reys; Barbara J. Reys; Óscar Chávez; Jeffrey C. Shih; Steven J. Osterlind


School Science and Mathematics | 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


Statistics Education Research Journal | 2007

An Examination of the Levels of Cognitive Demand Required by Probability Tasks in Middle Grades Mathematics Textbooks.

Dustin L. Jones; James E. Tarr


Journal for Research in Mathematics Education | 2013

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 | 2013

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


Archive | 2008

Considerations and limitations related to conceptualizing and measuring textbook integrity

Kathryn B. Chval; Óscar Chávez; Barbara J. Reys; James E. Tarr


School Science and Mathematics | 2000

A Comparison of Calculator Use in Eighth-Grade Mathematics Classrooms in the United States, Japan, and Portugal: Results From the Third International Mathematics and Science Study.

James E. Tarr; Kazuaki Uekawa; Kathleen Cage Mittag; Lesia Lennex

Collaboration


Dive into the James E. Tarr's collaboration.

Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar

Chris Rasmussen

San Diego State University

View shared research outputs
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar

Karen Hollebrands

North Carolina State University

View shared research outputs
Top Co-Authors

Avatar
Researchain Logo
Decentralizing Knowledge