Óscar Chávez

801 total citations
12 papers, 354 citations indexed

About

Óscar Chávez is a scholar working on Education, Statistics and Probability and Information Systems and Management. According to data from OpenAlex, Óscar Chávez has authored 12 papers receiving a total of 354 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 6 papers in Statistics and Probability and 2 papers in Information Systems and Management. Recurrent topics in Óscar Chávez's work include Mathematics Education and Teaching Techniques (8 papers), Cognitive and developmental aspects of mathematical skills (4 papers) and Statistics Education and Methodologies (3 papers). Óscar Chávez is often cited by papers focused on Mathematics Education and Teaching Techniques (8 papers), Cognitive and developmental aspects of mathematical skills (4 papers) and Statistics Education and Methodologies (3 papers). Óscar Chávez collaborates with scholars based in United States. Óscar Chávez's co-authors include Robert E. Reys, Bárbara J. Reys, James E. Tarr, Douglas A. Grouws, Kathryn B. Chval and Ira J. Papick and has published in prestigious journals such as Journal for Research in Mathematics Education, Educational leadership and ZDM.

In The Last Decade

Óscar Chávez

12 papers receiving 310 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Óscar Chávez United States 8 304 128 60 27 23 12 354
Michelle Cirillo United States 12 310 1.0× 102 0.8× 115 1.9× 37 1.4× 22 1.0× 33 376
Michael D. Steele United States 13 451 1.5× 109 0.9× 150 2.5× 23 0.9× 40 1.7× 26 512
Signe E. Kastberg United States 10 324 1.1× 112 0.9× 69 1.1× 33 1.2× 42 1.8× 51 374
Jill Brown Australia 11 327 1.1× 87 0.7× 110 1.8× 50 1.9× 32 1.4× 43 413
William Zahner United States 9 228 0.8× 96 0.8× 72 1.2× 20 0.7× 16 0.7× 25 285
Samuel Otten United States 15 405 1.3× 131 1.0× 127 2.1× 32 1.2× 22 1.0× 44 467
Takeshi Miyakawa Japan 9 285 0.9× 65 0.5× 58 1.0× 23 0.9× 68 3.0× 16 313
Cecilia Henríquez Fernández United States 5 287 0.9× 56 0.4× 143 2.4× 14 0.5× 36 1.6× 7 349
Máire Ní Ríordáin Ireland 10 225 0.7× 29 0.2× 51 0.8× 18 0.7× 25 1.1× 27 297
Azita Manouchehri United States 11 394 1.3× 105 0.8× 94 1.6× 33 1.2× 30 1.3× 30 427

Countries citing papers authored by Óscar Chávez

Since Specialization
Citations

This map shows the geographic impact of Óscar Chávez's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Óscar Chávez with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Óscar Chávez more than expected).

Fields of papers citing papers by Óscar Chávez

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Óscar Chávez. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Óscar Chávez. The network helps show where Óscar Chávez may publish in the future.

Co-authorship network of co-authors of Óscar Chávez

This figure shows the co-authorship network connecting the top 25 collaborators of Óscar Chávez. A scholar is included among the top collaborators of Óscar Chávez based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Óscar Chávez. Óscar Chávez is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

12 of 12 papers shown
1.
2.
Grouws, Douglas A., et al.. (2013). Curriculum and Implementation Effects on High School Students' Mathematics Learning From Curricula Representing Subject-Specific and Integrated Content Organizations. Journal for Research in Mathematics Education. 44(2). 416–463. 45 indexed citations
3.
Tarr, James E., et al.. (2013). The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses. Journal for Research in Mathematics Education. 44(4). 683–729. 27 indexed citations
4.
Chávez, Óscar, et al.. (2013). THIRD-YEAR HIGH SCHOOL MATHEMATICS CURRICULUM: EFFECTS OF CONTENT ORGANIZATION AND CURRICULUM IMPLEMENTATION. International Journal of Science and Mathematics Education. 13(S1). 97–120. 7 indexed citations
5.
Chávez, Óscar, et al.. (2011). Developing fair tests for mathematics curriculum comparison studies: the role of content analyses. Mathematics Education Research Journal. 23(4). 397–416. 3 indexed citations
6.
Chval, Kathryn B. & Óscar Chávez. (2011). Designing Math Lessons for English Language Learners. Mathematics Teaching in the Middle School. 17(5). 261–265. 23 indexed citations
7.
Reys, Robert E., et al.. (2011). Student Strategy Choices on a Constructed Response Algebra Problem. School Science and Mathematics. 111(8). 389–398. 2 indexed citations
8.
Tarr, James E., et al.. (2010). Identification of Student- and Teacher-Level Variables in Modeling Variation of Mathematics Achievement Data.. 4 indexed citations
9.
Chval, Kathryn B., Robert E. Reys, Bárbara J. Reys, James E. Tarr, & Óscar Chávez. (2006). Pressures to improve student performance: A context that both urges and impedes school-based research. Journal for Research in Mathematics Education. 37(3). 158–166. 10 indexed citations
10.
Tarr, James E., Óscar Chávez, Robert E. Reys, & Bárbara J. Reys. (2006). From the Written to the Enacted Curricula: The Intermediary Role of Middle School Mathematics Teachers in Shaping Students' Opportunity to Learn. School Science and Mathematics. 106(4). 191–201. 87 indexed citations
11.
Chávez, Óscar, et al.. (2005). Spatial Visualization: What Happens When You Turn It?. Mathematics Teaching in the Middle School. 11(4). 190–196. 7 indexed citations
12.
Reys, Bárbara J., Robert E. Reys, & Óscar Chávez. (2004). Why Mathematics Textbooks Matter.. Educational leadership. 61(5). 61–66. 115 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Michelle Cirillo Breakdown of academic impact, for papers by Michael D. Steele Breakdown of academic impact, for papers by Signe E. Kastberg Breakdown of academic impact, for papers by Jill Brown Breakdown of academic impact, for papers by William Zahner Breakdown of academic impact, for papers by Samuel Otten Breakdown of academic impact, for papers by Takeshi Miyakawa Breakdown of academic impact, for papers by Cecilia Henríquez Fernández Breakdown of academic impact, for papers by Máire Ní Ríordáin Breakdown of academic impact, for papers by Azita Manouchehri
Rankless by CCL
2026