Rosa Chavez
Ph.D. Student in Education, admitted Autumn 2016
Bio
Rosa is a doctoral student in Mathematics Education and an IES Fellow. She earned an M.S. in Mathematical Sciences and a B.A. in Mass Communication from The University of Texas-Pan American. Before attending Stanford, she worked with the Pharr-San Juan-Alamo Independent School District in South Texas teaching middle school and high school mathematics. Her research interests include policy implementation and its interaction with teaching and learning in the mathematics classroom.
2020-21 Courses
- Quantitative Reasoning in Mathematics I
EDUC 263E (Sum) -
Prior Year Courses
2019-20 Courses
- Quantitative Reasoning in Mathematics I
EDUC 263E (Sum) - Quantitative Reasoning in Mathematics III
EDUC 263G (Win)
2018-19 Courses
- Curriculum & Instruction Elective in Math
EDUC 263D (Spr) - Quantitative Reasoning in Mathematics I
EDUC 263E (Sum) - Quantitative Reasoning in Mathematics III
EDUC 263G (Win)
2017-18 Courses
- Curriculum and Instruction in Mathematics
EDUC 263C (Win)
- Quantitative Reasoning in Mathematics I
All Publications
-
"So what are we working on?": how student authority relations shift during collaborative mathematics activity
EDUCATIONAL STUDIES IN MATHEMATICS
2020
View details for DOI 10.1007/s10649-020-09962-3
View details for Web of Science ID 000555678400001
-
Exploring the Role of Off-Task Activity on Students' Collaborative Dynamics
JOURNAL OF EDUCATIONAL PSYCHOLOGY
2020; 112 (3): 514–32
View details for DOI 10.1037/edu0000464
View details for Web of Science ID 000519968800007
-
Can off-task be on-track?
PHI DELTA KAPPAN
2019; 100 (8): 62–66
View details for DOI 10.1177/0031721719846892
View details for Web of Science ID 000466377700013